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The pedagogicalteacher idealhas a responsible societal role that implies professional expertise and desirable traits. In modern education, teachers are expected to possess professional competencies and expertise that represent a symbiosis of Montessoricertain pedagogycomponents, emerged fromwhereas the ideaEuropean Standards also imply their high competency and professionalism. The question of standardization of teaching competencies is part of the modern paradigm of professional development. Considering that, the paper critically examines the theoretical approach to teaching competencies, whereas the research part is focused on examining these values by students, future teachers. The sample comprised undergraduate students of the Faculty of Education in Užice. The scaling technique and an educationassessment scale developed for the purposes of this research were used. The results show which willcompetencies enableare valued as priorities by future teachers, and which are valued the least. Prioritization or a poor evaluation of certain competencies can indicate a positive attitude and expectations of students in regard to them, and as such, be a good indicator of their development during studies, whereas less valued competencies can indicate ignorance about them, or an attitude that shows said competencies are not necessary for the teaching profession. The quality of evaluation of teaching competencies by the students-respondents is a significant starting point for the development of everystudy child’sprograms. potential.Pedagogical Educationimplications shouldof resultthis inresearch can help improve study programs focused on the outcomes that support the development of acompetencies competent individual who will be able to take care of him/herself, carenecessary for othersmodern andteachers. the society. Montessori claims that children do not need help, but through self-directed learning they can achieve become independent and achieve their goals.
It is at the core of Montessori pedagogy to develop free thinkers and strong, independent individuals capable of living with others in a (peaceful) society. These attributes of a person can be achieved only in an educational approach that values and respects every child.
The core principles that can be seen as pillars of Montessori pedagogy that are in line with the key values of today’s societies regarding human rights and children’s rights are: non-discrimination in access to human rights of all children, the best interest of a child as a starting point in all actions, recognition of the right of every child to life and development, and strong recognition that the child’s view must be considered and taken into account in all matters in the classroom.
This paper further analyses pedagogical ideas of Montessori through the realm of human rights and peace as core values in Montessori pedagogy.
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