ISSN 2039-2117 (online) ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 7 No 5 September 2016 138 The Main Problems and the Role of Teachers in the Transformation of Education in Serbia Marko Atlagic The University of Mitrovica, Faculty of Philosophy, Serbia; atlagicmarko@gmail.com Zvezdana Elezovic Institute of Serbian Culture Leposavic, Serbia; zvezdana.el@gmail.com Vesna Minic The University of Mitrovica, The Faculty of Teacher Education, Serbia; vesna.minic@pr.ac.rs Doi:10.5901/mjss.2016.v7n5p138 Abstract This paper discusses the issue of the reform of education in the Republic of Serbia, which should be carried out on democratic grounds. The authors advocate the transformation of the entire education system on democratic grounds. The reform has to be fast, thorough, and democratic. The teacher has to play the central role in this strategic plan. Therefore, the role of the teacher should be transformed from an indifferent or authoritarian teacher into one with a democratic approach, who will cooperate with students in the planning, execution, and implementation of the educational process. For this role of teachers, it is necessary to utmostly improve his/her professional and pedagogical development. Keywords: education, teacher, pedagogue, reform Introduction 1. In the past half century, many reforms have come and gone. Each of them left, among other things, a positive sign, brought changes, but there has been only few reforms whose strategy was carefully designed, and even a smaller number of those that were fully implemented. None of them has been able to be, in a true sense, democratic, educational, and scientifically based (Strategy, 2012). Moreover, no reform, to date, has managed to solve the problem of adequate financing of this very important activity. Regardless of it, education has become, more or less, a generator of the progressive development of society (Pastuovic, 2012). Pedagogical sciences were late, and are late today as well, in providing answers to many open pedagogical questions, both those from the domain of the concept of the education system, and those within the scope of its internal organization. Therefore, the reform of education must be entered into democratically, scientifically based, and very courageously, and without hesitation. The reform must be democratic, radical, and comprehensive. In the first phase of implementation, the reform should include faculties of education and other faculties. Then economic and educational prerequisites should gradually be created for a reaffirmation of the educational role of the school and society, especially the pedagogical profession, which has been neglected in the last two decades in the Serbian society. The pedagogical institutes and faculties of education should not be excluded from making the concept and implementing the reform of education. Never has it been more necessary than today to face the social and pedagogical reality, to critically reexamine our experiences, without any overestimation or underestimation of any model of education. Never has it been more necessary than today to affirm the system of permanent professional and pedagogical training of education workers (Exposé, 2014). First of all, we need a rebellion of truth about the state of Serbian educational system, because we can no longer leave students on an educational astray. Method 2. Our research on the subject of this scientific work belongs to the fundamental or basic research dealing with the study of