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Adopting a person-centred perspective, this study sought to determine preservice teachers? profiles based on their motivation for a teaching profession and compare them in terms of perceptions of the profession and satisfaction with career choice. An additional goal was to investigate potential differences between males and females, as well as prospective class and subject teachers. FIT-Choice scale was administered to 364 Serbian preservice teachers. A latent profile analysis identified three profiles. Disengaged negativists are distinguished by weak motivations, more negative perceptions of the teaching profession and the lowest satisfaction with the career choice, so this profile could be considered maladaptive. Uncritical Enthusiasts have the highest level of motivations and the most positive perceptions of task return. The profile named Autonomous realists is characterised by the lowest extrinsic and social influence motivation. The profiles differ with respect to gender, but no differences were observed between profiles in terms of educational background. Knowing about profiles can help in creating predictions about career paths and designing interventions that would be tailored to the needs of specific subgroups of Serbian preservice teachers.

Since motivation for choosing the teaching profession figures as one of the most important determinants of the successfulness of teachers and even their students, this paper is aimed at investigating the factors of choosing teaching as a career. For that purpose, semi-structured interviews were conducted with the students of “teacher training” faculties, novices and subject teachers with more than five years of work experience (N=76). Thematic analysis was used to identify nine categories of motivational factors: Working with young people (the desire to have a dynamic and creative job in the surroundings of young people), Influence on students (the motivation to exert influence on students’ socio-emotional development, values and education), Dealing with the subject (the motivation for dealing with the science that the person studied), Class teacher/Teacher/Parents as a role model (the motivation stemming from the influence of significant others), Lecturing (the desire to “transfer knowledge”), Lifelong learning (the desire for permanent learning in different fields), Working hours and holidays (the motivation due to working hours and holidays), Fit with the abilities (the desire to realise the “naturally given” abilities) and Reputation (the desire to be appreciated in the society). In keeping with the results of other studies, it has been found that altruistic motivation for the choice of teaching as a career is dominant, while extrinsic motivation is least present. The findings are interpreted in the light of the current models of motivation for choosing teaching as a career and the characteristics of teachers’ education and status in Serbia. [Projekat Ministarstva nauke Republike Srbije, br. 179018: Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije]

Cilj istraživanja bio je da se utvrdi kako nastavnici opažaju učenike romske nacionalnosti, učenike iz porodica niskog socio-ekonomskog statusa i učenike sa smetnjama u razvoju, kako opažaju njihovu interakciju sa vršnjacima i svoju ulogu u procesu društvenog uključivanja učenika iz ove tri grupe. Uzorak je sačinjavalo 65 polustrukturisanih intervjua vođenih sa nastavnicima, a odgovori su, kvalitativnom analizom sadržaja, na osnovu tema koje su se ponavljale, svrstavani u kategorije u zavisnosti od valence percepcije. U 22 intervjua nastavnici su iznosili pozitivne percepcije učenika romske nacionalnosti, pri čemu su uzroke njihovih niskih akademskih postignuća videli u okolini, ne uviđajući mogućnost da utiču na poboljšanje njihovog postignuća. O učenicima iz porodica niskog socio-ekonomskog statusa govorilo je 24 nastavnika, svi sem jednog - afirmativno, navodeći da su često marljiviji i ambiciozniji od boljestojećih vršnjaka. O učenicima sa smetnjama u razvoju, koji su spominjani u 48 intervjua, njih 56,25% je imalo pozitivnu, 29,17% negativnu percepciju, dok je u 14,58% slučajeva percepcija zavisila od vrste teškoće. Nastavnici koji su afirmativno govorili o deci sa smetnjama u razvoju iskazivali su osećaj kompetentnosti i spremnost za saradnju sa roditeljima i kolegama i naglašavali su značaj socijalizacije, za razliku od nastavnika iz druge dve kategorije koji su isticali značaj akademskog postignuća. . The aim of this research has been to determine how teachers observe students of Roma nationality, students from families of low social-emotional status and children with difficulties in development, how they observe their interaction with the peers and their role in the process of social inclusion of these students from these three groups. The sample included 65 half structured interviews led with the teachers, and replies, with qualitative analysis of contents, based on the topics which were repeated, were sorted in the categories depending on the perception valence. In 22 interviews the teachers gave positive perceptions of students of Roma nationality, and the results of the low academic achievements were seen in the environment, not seeing the possibility of improvement of their achievement. Twenty-four teachers talked about the students from low socio-economic status, and all of them, except one had affirmative opinion, saying that these children are more diligent and ambitious of the students from well off families. The students with difficulties in development who were mentioned in 48 interviews, 56.25% had positive perception, 29.17% had negative perception, whereas in 14.58% cases, perception depended on the type of difficulty. Teachers who affirmatively talked about children with difficulties in development showed the feeling of competence and readiness for cooperation with parents and colleagues and they stressed the significance of socialisation in comparison to the teachers from the two categories who stressed the importance of the academic achievement.

Iako se 2010. godine otpočelo sa inkluzivnom praksom u školama u Srbiji, često se u javnim raspravama, naučnim radovima, a posebno u interventnim programima zapostavljaju darovita deca jer se veruje da 'nemaju potrebu za posebnom obrazovnom podrškom'. Cilj ovog rada jeste da ukaže na raznovrsnost koncepcija darovitosti, kao i načina identifikovanja i obrazovanja darovite dece. Posebna pažnja posvećena je obrazovanju darovite dece sa teškoćama u učenju. Autor se kritički osvrnuo na koncept zasebnog školovanja darovitih i ukazao na prednosti kreiranja inkluzivne škole u kojoj će sva deca, pa i darovita, imati priliku da dobiju kvalitetno obrazovanje. Although in 2010, the inclusive praxis started at schools in Serbia, very often in public disputes, scientific papers, and particularly in the special programs, gifted children are neglected, because 'it is believed that they do not have the need for special education and support'. The aim of this paper is to point at the varieties of the gifted, as well as ways of identification and education of the gifted children. Special attention is given to children with difficulties in learning. The author had a critical review on the concept of separate education of the gifted and pointed ate the benefits of creating an inclusive school in which all children, including the gifted ones, have the chance to get quality education.