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Aggressive behavior of students, intolerance, disrespect, disinterest in the needs of others lead to moral catastrophe and the need to pay more attention to the development of prosocial behavior of students and the creation of a better and more humane society. The aim of this research is to gain insight into teachers' attitudes towards the representation, encouragement, and development of prosocial behavior in students. 114 teachers from the territory of the Republic of Serbia participated in the research. A descriptive method was applied, and a survey questionnaire was used as a measuring instrument. Interpreted results show that teachers are familiar with the phrase prosocial behavior and that in working with students they develop and encourage prosociality and morality through conversation, the application of collaborative teaching, acting by personal example and processing topics. Teachers stated that they often organize humanitarian actions, workshops, visits to organizations that provide assistance to exclusive groups of the population and use film materials to encourage and develop the right forms of behavior. The prevalence of immorality and the growing presence of aggressive behavior in children and youth requires that topics on the development of social competencies be more often applied and addressed in the process of upbringing and education, because such actions lead to the development of moral values and prosocial behavior.

Today, the media represent one of the main factors in the upbringing and education of adolescents due to the growing representation, availability of diverse content and more frequent use. In adolescence, the media have a special significance, because they greatly influence the preferences, attitudes, emotions, behavior, value orientations and the formation of adolescents' identities. Starting from such an attitude, the preferences of upper-secondary school students for monitoring media content and their perceptions of value orientations that are promoted through the media were examined through the aim of the research. The media habits of adolescents and their perceptions of the value system in the media were determined through the survey technique. The study included 433 students from the Republic of Serbia. The results showed that there are significant differences in the preferences of adolescents in the choice of media content in relation to gender and type of school. A positive correlation was found in the monitoring of certain television content and values in the media, as well as in relation to musical affinities and values that are promoted through music videos. The results of research point out potential proposals for improving the media culture of adolescents and reducing the negative effects of the media. It is recognized as a potential solution in the development of media literacy of adolescents, i.e., the affirmation of their critical opinion about the messages and values that are promoted through the media. Keywords: media literacy, media values, students' media preferences, students' perception, value orientations

Aggressive behavior is a complex phenomenon that attracts attention because of it’s reinforced in the modern world, and whose long-term study didn’t give any permanent solution to combat this, certainly undesirable behaviors. The reason for the study of aggressive behavior in primary schools is that the school as an institution, which are traditionally considered safe place of children today become a place where more and more present increased aggressiveness students. School climate, school organization and it’s work can pose to students as a protective factor, and so disturbing factor and cause behavioral problems in students. At school there are many different social situations and contacts, some of which are risk factors for the emergence and expression of aggressive student behavior. Therefore, we need to determine what are the situations in the everyday school, which can be a potential source of aggression. The goal of our research is to determine what the type of aggressive behavior are represented in the school and to determine which school situations lead to the manifestation of aggressive behavior in students. Levels of aggression among older elementary and high school students is extremely high, with all the dramatic consequences, even though research shows that aggression and violence by the age groups of students in Serbia is below the average of other countries. Keywords: aggression, action, reaction, violence. DOI: http://dx.doi.org/10.15823/p.2015.015

The problem of violence in schools has been considered globally through teachers’ assessments of violence in schools- sometimes of the actual state of violence in the schools where they work; of the representation of the form of violent behavior and the reactions of students in the situations where they find themselves in the spectator role of a violent scene. This work is the result of research which serves to empirically confirm the representation of violent behavior of both students and teachers in verified, controlled (part of the School without violence network) and unverified elementary schools of the Rasina District in Serbia, as well as the attitudes of teachers on violence and on personal competence to suppress the aforementioned phenomenon. The beginning results of the research on the problem of violence- in the past and at present have shown a tendency for the increase in violence in educational institutions. Through a longitudinal consideration of subjective assessments of teachers on violence in the previous and current period, we come to a conclusion that the greatest percentage of teachers points out that the problem of violence today is the same or greater in relation to earlier periods. Further analysis of the results has contributed to the conclusion that the teachers’ awareness of the presence of violence is greater in schools which are a part of the School without violence network, which caused the display of a greater degree of violence in these schools.

The methodology of pedagogical actions within the process of moral education of personality is a part of basic, theoretical and empirical researches in pedagogy. When it is referred to moral training, it is primarily referred to the moral aspect of pedagogical actions affecting the development of personality - the formation of moral awareness as a characteristic of a certain individual’s values. Moral education of personality refers to the moral behaviour and action, the formation of attitudes and the development of moral reasonable interests, the introduction to the moral norms and demands, as well as the process of development of a personality’s moral traits. Moral capacity is expressed through the evaluation of moral acts and through moral action while being in accordance with intellectual capability and developmental logic. The educational role of school can be discussed in general or in a more specific way, depending on the extent up to which the school can contribute to the process of moralisation of individuals and the accomplishment of tasks of moral education. Primary and secondary schools in Serbia do not have moral education as a separate subject, but the curriculum sets certain specific tasks which should be accomplished through classes and all extracurricular activities. In accordance with that, this paper focuses on the problematisation of analysing the role of a teacher in moral education and personality development, as well as the analysis of the attitudes of teachers about the necessity of a separate subject or, at least, a “hidden curriculum” in schools which would refer to moral education. The factorisation of measurement variables shows that the awareness of teachers about techniques and methods of moral education and learning should be heightened, which provides a good direction towards a new research. The obtained results have helped us clarify the general problematisation of moral education, and it is believed that they will contribute to overcoming and advancing the existing situation of the school system in Serbia. Key words: curriculum, moral education, methodology of moral training, moral judgement, pedagogical action.