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The aim of the paper is to reveiw the opinions of students who are in the initial preparation phase for the teaching profession , about why they have chosen this profession and whether something has changed for them during these years of studying this profession. The research included a total of 72 students from the study programs: Preschool Education, Primary School Education and Pedagogy at the Faculty of Educational Sciences, Goce Delchev University in Shtip, Republic of North Macedonia. The survey was conducted in June 2022. An online survey questionnaire was prepared, in which the questions (open and closed type) were grouped into three parts: general information about students, motivating and demotivating factors for choosing the teaching profession, initial education – preparation for entering the teaching profession.

Introduction. The term biomarkers or biological markers generally refers to proteins measured in the circulation (blood), whose concentration indicates some normal or pathological state or condition. The biomarker is objectively measured and evaluated as an indicator of normal biological processes or pharmacological responses to therapeutic interventions. One of these biological markers is C-reactive protein (CRP). Aim. To evaluate the efficiency of using adequate and appropriate biomarkers for diagnosis, treatment and monitoring of pneumonia in children. Methods. This study included 30 patients with diagnosed pneumonia, who were admitted at our Institute. Blood samples were taken prior to initiation of treatment in patients with pneumonia and 7 and 14 days after the treatment. The control group included physically active and healthy individuals without family history of disease, aged from 1 to 14 years. All the results of the biochemical analyses were within the reference values, and none of the control individuals received therapy. In our country, for serum C-reactive protein, as well as for other parameters that determine the diagnosis of the patient, we use a common method for determining normal values, by choosing a huge representative sample from the screening population, consisting of healthy individuals without any disease, especially with no sign of this disease (the children who should be checked up). Further, normal values obtained in this way are taken as reference values. Results. The average serum CRP protein levels prior to antibiotic therapy were the following: (1-2) x̄±sd =34.94±20.44 mg/L, (3-6) x̄±sd=68.20±10.87 mg/L, (7-11) x̄±sd=65.59±12.01 mg/L, whereas in patients with pneumonia after 7-day antibiotic treatment the values were the following: x̄±sd=24.64 ± 11.57 mg/L/x̄±sd =40.10±6.83 mg/L/x̄±sd=32.09±6.68 mg/L (Px̄±sd=6.80±1.14 mg/L/x̄± sd=7.20±0.82 mg/L/x̄±sd=8.10±0.89 mg/L (P Discussion and conclusion. This study is useful for showing the importance of C-reactive protein in serum for early diagnosis and follow-up of the pneumonia. CRP is very important as a biomarker, both from clinical and scientific aspect. It can be used for early rapid diagnosis, monitoring of pneumonia and can successfully be used in a large number of diagnosis. It opens new opportunities for further research in this field.

The school is the mirror of a society. To create and develop good education means to realize objectives that would reflect its sense. In current education, the hierarchy of values that should be set and implemented is asymmetrically positioned. In successful school, the student should become the meaning and the purpose of the content that will introduce him/her into the world of competition and competence in order to enable successful communication with it. How can a teaching lesson become a workshop in which new ideas, creative solutions, new forms of research and new knowledge are being undercrossed?! The research that has been done in this paper aims to investigate the introduction of practical teaching and application of reforms in teaching biology in the six primary urban schools in Stip, R. Macedonia. Data were collected from semi-structured interviews made with 11 experienced teachers of biology and were analyzed their class planes. The results showed that teachers occasionally introduced a small number of enhanced instructional strategies that explicitly match the formal curriculum in their classes, such as: presenting, analyzing and generalizing experimental results from practical teaching of biology in various forms. However, teachers have used fewer strategies that target encouraging higher level thinking, such as to induce students to ask questions or to learn about problem solving strategies used during lessons. Differences were identified between teachers regarding the use of rich teaching strategies during lessons, and their beliefs about the abilities of students to develop the ability to think at a higher level.

A child's play is the meaning of its life in preschool age. It was his refuge from fears, field of battles, the polygon of game, achievements and successes, soothing and dreams. There come to the fore desires, aspirations, feelings, thoughts and needs of the child for active action in the environment in which it lives. The game satisfies the biological and psychological needs of children and contributes to their mental, emotional, social and moral development. Different roles in the games, although the product of a child's fantasy, allow the child to gain personal experience of good and bad, about what is positive and what is not in behavior. Games are an important form of entertainment for children and adults, through which children organize independently and they have special educational significance. They are a powerful tool for education because through games children acquire knowledge, enrich their experience, and develop skills and habits. The goal of our research is to investigate how the game is implemented in the educational work of preschool institutions, and at the same time to determine which of the traditional games are used in kindergartens, and how modern games enable and assist the process of coming to self-knowledge.

Analysis of the natural environment as a source for understanding and creation of environmental awareness and consciousness among children of pre- school and early school age, as well as methods for the formation of ecological culture among children in particular especially should be emphasized the application of the same educational process because they allow the teachers to encourage creative activity among children in the pedagogic activity. Educator is confronted from one side with the age of children who work, and the other with the characteristics of natural phenomena from which he derives various findings that children should be accepted as an important component of ecological culture.

This paper deals with the problem of leaders and leadership in the educational context, particularly the leadership role of primary school teachers. Albeit we do not doubt that leadership is an essential teacher quality, a claim which is elaborated in this paper, nevertheless, it is beneficial to discuss the problem taking into consideration scientifically proven facts, as follows: the role of the teacher impacts the success/failure of any reform in the educational sector, the democratization of the educational environment, the success of the students, the professional development of teachers and their self-confirmation. This paper presents our analyses of the legal and sub-legal legislation regulating primary school education in the Republic of Macedonia. The purpose of the analyses is to scan the legislation for requirements which apply to leaders in the educational context. In order to confirm our hypothesis that teachers play a key role in the development process of school organization, we have analyzed the development plans and other pedagogical documentation of twenty-four primary schools.

Computer science education, information and communication technology (ICT) are at present becoming one of the most important elements defining the basic competences students. Information technlology integrates medial, informative and computer, but also all the educational subjects mentioned in the curriculum basis of general education. In “Based natural science” education there increasingly appear concepts of interactive learning, showing the student the world in a holistic manner. The basic aim of interactive learning in programmed teaching is the transmission of activities from the teacher to the students, management of students’ learning, enabling students to learn together and evaluate the learning processes. The introductory part of this paper contains theoretical determinations of programmed teaching and interactive learning in programmed teaching of the teaching subject “Based of nature science”. This subject is taught in the first semester at the Departments of Elementary school teaching at the Pedagogical faculties in R. Macedonia since the introduction of the European Credit Transfer System, by means of educative workshops. The paper emphasizes the need for teachers’ active participation in the creation of programmed materials for the respective subject matter of “Elements of nature science”, i.e. using pedagogical workshops in the organization of the teaching process with the application of interactive methods. Beside this theoretical approach to programmed teaching and interactive learning, we have also done a methodical shaping of the teaching unit “Cell membranes” according to the model of interactive learning in programmed teaching and use ICT tools.