Accredited programmes for teacher development: State and needs

With the aim of for qualitative changing the system of professional development of teachers, it is necessary to continuously check and research in this field. The work contains thoughts and estimation of preschool teachers, primary and secondary teachers about the development by the means of accredited programmes and possible changes in the concept. The empirical research has been done with the sample of 786 interviewees with the following structure: 107 (13.61%) pre-school teachers, 507 (64.50%) of primary school teachers and 172 (21.88%) of high school teachers in the five regions of the Republic of Serbia. Results of the research show that teachers are mainly motivated to participate on the voluntary basis in the programmes of development. Teachers are satisfied with the model of accredited programmes and good communication between the realisation and participants and because they gain knowledge which they can apply in their work. Needs for teacher development are conditioned by the position in the educational institution in which interviewees are employed (pre-school institution, primary or secondary school). Problems of realisation of the accredited programmes, according to the thoughts of the interviewees are connected to the structure of the group which attends the programme, shortage of material means for attending and disharmony between contents and needs of the participants.