1. NEW EDUCATIONAL CONTEXT FOR TEACHERS’ PROFESSIONAL DEVELOPMENT IN THE
KNOWLEDGE SOCIETY
Teaching and learning discourse has been changed. According to Benson and Brack (2009), discourse on
teaching and learning scholarship has been focused on passing knowledge derived from teaching practice in the
context of other forms of scholarship, as well as in the context of considering of the role of teaching in society.
New roles of the teaching process have been derived from the concept of “knowledge society” at all educational
levels. On the other side, the strategy of lifelong learning as “a continual process where each human being could
expand and adjust their knowledge and skills, capacities of judgement and action” (Knežević-Florić, 2008: 201),
should enable people to develop their professional roles. According to Olivera Kneževic-Florić (2008: 202), the
first step in mobilizing the lifelong learning strategy is more flexible comprehension, evaluation and
development of different forms of education and teaching.