Teachers' perceptions of their preparation to understand and apply the standards of the teaching profession

This research examines the level of implementation of teaching profession standards by teachers, research how teachers perceive their profession standards, and identifies the factors that affect the preparation of teachers for teaching standards. Knowing how to learn about the teaching profession, it presents a real challenge. It's an emphasized side where we should do interventions to promote reflective practice and prepare teachers for transferring professional knowledge to their profession as teachers. Therefore perceptions as well as the experiences of teachers in this study, represent a good basis for reforming the quality of study programs and professional training. Through them the need is addressed, that in the future teacher training to be in line with the standards of the teaching profession. The research addresses these research questions: 1, How do teachers understand the standards of the teaching profession?2. How well do teachers apply the standards of the teaching profession?3 What are the factors that affect the preparation of teachers for the standards of the teaching profession? The nature of the research is qualitative and quantitative. The study has been created with the survey of 360 teachers and the interview of the 8 elementary school teachers. The instruments for data collection are: half structured questionnaire and half-structured interview. Quantitative data are analyzed through SPSS, while qualitative data are analyzed through the thematic analysis approach. The results obtained from this study show that teachers generally apply the standards of the teaching profession. The analyzes made resulted in differences between certain groups of teachers where p <.05 for the level of implementation of these standards. Significant differences were also examined between groups of teachers, to identify factors for professional development. Thematic analysis has reflected different perspectives on teachers' understanding of standards, but not so diverse from the concept that in reality teaching standards are recognized and defined.