More than a Meeting
Communities of practice for teacher professional development in the Western Balkans
Highlights
Teachers play a central role in children’s learning, yet professional development in the Western Balkans does not always provide enough opportunities for teachers to learn continuously, apply new approaches in the classroom and learn from one another. Communities of practice – groups where teachers share knowledge, experiences and ideas – can help bridge this gap. However, participation is uneven, and barriers such as limited time, insufficient information and a lack of institutional recognition prevent some teachers from benefiting.
This report examines how teachers in Bosnia and Herzegovina, Montenegro, North Macedonia and Serbia participate in communities of practice, what motivates them, the barriers they face and how these communities can strengthen professional learning. The findings show that 99 per cent of surveyed teachers have participated in some form of community of practice, while 78 per cent report that participation has positively affected their professional development. Teachers value opportunities to gain practical knowledge, exchange ideas and strengthen their teaching practice. Effective communities are built on trust, collaboration and relevance.
The report recommends that education authorities and other stakeholders make communities of practice more accessible and effective by creating clear information on available communities, developing quality standards with teachers, recognizing participation within professional development pathways, and providing time and resources for participation. It also calls for stronger, inclusive leadership and greater regional exchange to support shared learning across the Western Balkans.
Policy briefs accompanying the report provide country-specific findings and recommendations for Bosnia and Herzegovina, Montenegro, North Macedonia and Serbia.
