<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Migena   Alimehmeti</style></author><author><style face="normal" font="default" size="100%">Leonard   Danglli</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CRITERIA RELATED TO PROCESSES OF TEACHERS’ SUCCESSFUL PROFESSIONAL DEVELOPMENT AND QUALIFICATION IMPROVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">long term process</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">self-evaluation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419346167.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">51</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It is necessary for teachers to develop professionally and deal with problem situations. However, that will be done by changing the teaching models, in close cooperation and support by the institutions which are completely specialized in terms of inclusion. In this conceptual context, reforms in the field of teacher professional development in different countries, including Albania, are being implemented. To make this concept as clear as possible, this study makes use of various theoretical sources, such as theoretical attitudes by numerous scholars, conclusions and field studies carried out by different international entities in the field of education, including various publications by EU. To provide an accurate picture of the situation in Albania with regard to this issue, this study refers to data extracted from the regulations of the Albanian Ministry of Education, data from annual reports of the institutions on educational development, as well as data from questionnaires with teachers of different levels and seniority.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-17</style></section></record></records></xml>