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The first part of this paper offers a theoretical interpretation of the previous research of the methodological potential and efficiency of online teaching (especially during the Covid regime), whereas the second part is methodologically oriented towards the examination of the attitudes of teachers on the potential of the implemented distance learning platforms vs. in-person teaching. The sample is represented by 604 teachers of elementary and secondary schools from all administrative regions in the Republic of Serbia. The research was performed using descriptive method and the survey method. The results of the research showed that: a) teachers mostly do not have a positive perception of the advantages of distance learning platforms compared to traditional, in-person teaching with regards to the application of teaching technology; b) traditional teaching is considered more efficient for the quality of work of students and teachers; c) teachers do not show the expected willingness for the occasional use of the hybrid model in the future; the independent variables did not influence the final results of the research. A statistically significant difference was observed only in the attitudes of teachers of different educational cycles and the users of different learning platforms.

This paper presents the results of the research conducted with the aim of examining the frequency and development of the components of national identity in the methodological instrumentation of Science & Social Studies textbooks in the first cycle of primary education in Serbia. Starting from the assumptions of the integrative developmental-contextual theory of Bar-Tal and Teichmann, Barrett’s societal-social-cognitive-motivational theory, as well as previous research, national identity is operationalized within 12 categories: family, religion, tradition and customs, national sentiment, language, symbols and emblems, solidarity and comradeship, cultural heritage, distinguished individuals, historical topics, geographical concepts, and general information. We used the methods of theoretical analysis and content analysis to observe the basic units of analysis: a) sentences with additional informative content; b) questions and tasks; and c) pictorial content. The study comprised approved textbooks for 2020/21 of three renowned Serbian publishers (N=12). The results indicate that the methodological instrumentation insufficiently contribute to the formation and strengthening of junior students’ national identity, especially in the domain of didactic apparatus and pictorial content. There is a noticeable developmental trend of the content aimed at strengthening students’ national identity in junior grades of primary school, but the intensity and extent of this content, as well as the dynamics and continuity of its representation are problematic., U ovom radu prezentirani su rezultati istraživanja provedenoga s ciljem ispitivanja učestalosti i razvojnosti komponenti nacionalnoga identiteta u metodičkom instrumentariju udžbenika iz prirode i društva u prvom ciklusu osnovnoga obrazovanja u Srbiji. Polazeći od pretpostavki integrativno–razvojno-kontekstualne teorije Bar-Tala i Taichmanove (Bar-Tal & Teichman, 2005; Teichman, Bar-Tal & Abdolrazeq, 2007), društveno-socijalno-kognitivno-motivacijske teorije Barretta (Barrett, 2007; Barrett & Oppenheimer, 2011), kao i prethodnih istraživanja, nacionalni identitet je operacionaliziran u 12 kategorija: obitelj, religija, običaji i tradicija, nacionalni osjećaji, jezik, simboli i znamenitosti, solidarnost i zajedništvo, kulturna baština, znamenite osobe, povijesne teme, geografski pojmovi i općenite informacije. Metodom teorijske analize i metodom analize sadržaja opservirane su osnovne jedinice metodičkoga instrumentarija: a) rečenice dodatnoga informativnog sadržaja, b) pitanja i zadatci i c) slikovni sadržaji. Istraživanje uključuje licencirane udžbenike za školsku godinu 2020./21 tri renomirana izdavača u Republici Srbiji (N = 12). Rezultati istraživanja ukazali su na to da metodički instrumentarij udžbenika u nedovoljnoj mjeri doprinosi formiranju i jačanju nacionalnoga identiteta učenika mlađe školske dobi. Primjetna je razvojna linija zastupljenosti sadržaja koja jača nacionalni identitet učenika mlađih razreda osnovne škole, no sporni su opseg i intenzitet tih sadržaja, kao i dinamika i kontinuitet njihove zastupljenosti.

In this paper, different classifications of values and value orientations are presented and explained within the framework of theoretical scientific synthesis on the basis which was found to be most suitable for examining teachers’ values and value orientations. At the beginning of the school year 2019/2020, transversal empirical research based on Rokeach’s Value Survey was conducted on a random sample of 408 teachers from Central and Western Serbia. The purpose of the study was to identify terminal and instrumental values of teachers with different length of work experience. In terms of terminal values, all groups of examined teachers identically positioned family security with regards to the other examined values, and in terms of instrumental values, teachers of all groups equally positioned honesty, responsibility and ambition. The resulting parameters of ANOVA test and F values among the groups of examinees showed statistical significance in the preferences for both terminal and instrumental values, confirming that teachers’ professional experience (years of service) has significant influence on positioning values., U okvirima teorijske znanstvene sinteze prezentiraju se i obrazlažu različite klasifikacije vrijednosti i vrijednosnih orijentacija i traži najpovoljnija osnova za ispitivanje vrijednosti i vrijednosnih orijentacija učitelja1. Na slučajnom uzorku od 408 učitelja središnje i zapadne Srbije, na početku školske 2019./20. godine, a na temelju Rokeachove liste vrijednosti, izvršeno je empirijsko istraživanje transferzalnoga tipa, s osnovnim ciljem da se utvrde terminalne i instrumentalne vrijednosti učitelja različitog broja godina radnoga iskustva. Kod terminalnih vrijednosti, sve skupine ispitanih učitelja identično pozicioniraju obiteljsku sigurnost u odnosu na ostale ispitivane vrijednosti, a kod instrumentalnih vrijednosti učitelji svih skupina jednako izdvajaju: poštenje, odgovornost, ambicioznost. Dobijeni parametri ANOVA testa i F vrijednosti između skupina ispitanika pokazali su statističku značajnost u pozicioniranju terminalnih i instrumentalnih vrijednosti čime smo potvrdili da godine radnoga skustva učitelja imaju značajan utjcaj na pozicioniranje vrijednosti.

Building quality sustainable relationships between higher education institutions in the field of education is becoming a policy priority for most European countries, particularly those in transition. Starting with a context in which teacher training is being delivered (globalisation of education and of all aspects of life; social shifts; the development of new information and communication technologies, changes in the labour framework and the value systems) and moving through the notions of teacher college cooperation, the core qualities of partnerships, the significance of partnership-building for improving teacher training, the partnership models developed in pedagogic theory and practice, and the strategic educational documentation, the authors of this paper deal with one aspect of this problem - examining teacher training college partnerships in the domain of professional and scientific cooperation. The goal of the theoretical analysis is to identify conceptual determinants and varieties of partnership models in teaching and research. The paper points to some guidelines and suggestions for future empirical research in this area as a contribution to promoting this problematization.

The paper, in theoretic terms deals with the phenomena of social networks and points out the possibility of their use as a technology innovation in university teaching. The central part of the empiric relations of the paper, them being the main purpose of this research, is the orientation of the students of teacher training faculties in Serbia towards social networks and their use in university teaching. The research was performed in the academic year 2012/13 on an appropriate and stratified sample of 208 students of the first and fourth year of Bachelor Academic studies and students of Master studies of teacher training faculties in Belgrade, Užice and Vranje. Besides the student preference of the use of social networks in education, the variables of the research are the year of studies and their attitude towards the use of social networks in teaching. The data was gathered through the survey and scaling techniques, and processed by the SPSS software package. The instruments used were a questionnaire and the Likert scale. Descriptive method was used to interpret the acquired data. The result of the research shows that the students of teacher training faculties have different opinions towards the use of social networks, and they have different attitudes towards the use of social networks in university teaching. One half of the surveyed students support and advocate this technology innovation, while the other half is against it or has no attitude whatsoever on the matter, which indicates that this phenomenon must be addressed with significantly more attention.

Technical devices, in addition to forms, methods, means and system of educational work, represent an important segment of educational technology, without which the contemporary process of teaching and learning in general and especially in work with younger children cannot be imagined. Starting from the conceptual definition, the distinctions of different views and previous empirical studies, a survey was conducted to examine the equipment of preschool institutions with modern technical devices and their utilization in everyday work with preschool children. The study applied descriptive methods, interviewing techniques and scaling on a sample of 208 teachers. The research results indicate the equipment of preschool institutions with modern technical devices and their insufficient use in work with preschool children in different segments of the educational work. However, the teachers expressed positive views regarding the degree of utilization of modern technical equipment from the standpoint of different subject areas, and their attitudes are not significantly determined by gender and level of education. In the context of the obtained results the need for systematic support for preschool teachers in their training for using the modern technical means during vocational training is observed.

Interactive whiteboard appears as an educational innovation in the 90s of the last century in the developed countries of the world. Their experience, study analyses and experimental research indicate the important and undeniable advantages of this technical and technological innovation, which offers a more functional, creative and inventive approach to the content, teaching, learning and student himself, but also has the potential limitations, based on the formalist methodical approach to teaching. In this paper we offer answer to the question of what an electronic, interactive whiteboard is. We point to its potentials, importance and advantages from the point of view of students and teachers, but also to its potential limitations.

Starting from the general concept of the educational work in Serbia, the strategy of the didactic-methodological conceptualizing of textbooks and publishing legislation we examined the attitudes of the teachers towards the textbooks for the school subject Musical Culture. We tried to examine why the teachers select the textbooks of a particular publisher, how frequently they use textbooks by different publishers, and whether there is a need for extending the contents of the Musical Culture textbooks in general and within different aspects of the school subject. The sample included 290 primary school teachers from the Zlatibor County. To examine the teachers' attitudes we construed and used a special questionnaire for teachers. The collected data were analyzed by the descriptive scientific research method, and the results show that: (1) the teachers' preferences of the publishers differ considerably; (2) the majority of the teachers hold that the textbooks are in accordance with the requirements of the curriculum; (3) the teachers' attitudes define a need for extending the volume of thematic entities of the textbooks. The practical implications of these findings relate to the need for constant rechecking and improving the structure and the functions of the textbooks in order to achieve a more successful reception of the contents of Musical Culture by the students.

In the theoretical part of the paper the authors examine the emergence and development of the idea of individualisation of teaching, point to its didactic and methodological significance and actualize the question of representation of this teaching strategy within the school subject Nature and Society in the first grades of elementary school. Starting from the theoretical observations, in the empirical part of the paper, the attitudes of students of teacher training faculties in Serbia towards the possibilities of application of flexible individualization in teaching Science and Society through a variety of teaching methods are examined. It turned out that future teachers point to the positive aspects of flexible individualization supported by various teaching methods, especially by text method, writing method and experimental laboratory method.

This paper covers the effects and importance of team teaching, without aspiring to give it preferential treatment as opposed to other teaching strategies. The paper examines its theoretical substance, origin, conceptual determination, manifestations, and its effects in teaching practice. Starting from the advantages and restrictions of team teaching, the paper analyses the subject and the problem of experimental research aimed at examining the influence of the flexible model of team teaching on the formation and development of students' creative knowledge, within the content dedicated to society in the curriculum of the fourth grade of primary school. The model of flexible team teaching was designed and applied in the experimental group, while the control group worked in the usual way. The research sample consisted of six fourth grade primary school classes (3 classes or 91 student in E group and 3 classes or 90 students in C group). The research was performed during the academic year 2009/10, and the quantitative and qualitative analysis of the received data during the first half of 2011. The results of the research confirmed the set scientific hypothesis in favour of the experimental factor. The experimental group made significant progress regarding the formation and development of students' creative knowledge compared to the control group. The students in the experimental group solved fluency, problem sensitivity, and originality tasks more successfully. Exceptional progress was made by excellent (the highest grade rank), followed by very good (the 2nd highest grade rank) students, and the gender of the examinees did not affect the final results of the research.

The basic problems of teacher training and development lie in the very essence of the research areas of didactics and method of work. Since these disciplines deal with education, learning and pupils' development within the teaching process, that process cannot be overlooked, but must be presented through its motion, dynamics and its causes and consequences. If the pupils' development is observed as a consequence, that is, as a degree of success achieved in task and goal realization, then the cause is everything that precedes the task and goal realization, namely the teachers' and pupils' activities. Having in mind that teacher has different roles in the process of teaching, that he is the main factor in creating the conditions for learning and pupils' development, it is natural to regard him as responsible for their success or failure, as well. That is why the teacher's didactic and teaching competences must be given full attention. Because of that, we directed our attention to four crucial aspects of teaching and connected them with the professional teacher development. These aspects are: material, cognitive, psychological and social component of teaching.

Osnovni ciljevi nastave prirode i društva su razvijanje pojmova o prirodnom i društvenom okruženju, integrisanje iskustvenih i naučnih saznanja u sistem pojmova, osposobljavanje učenika za samostalno učenje i razvoj elementarne naučne pismenosti kao osnove za dalje učenje. Ostvarivanje postavljenih ciljeva zavisi od kvaliteta nastavnog procesa koji nastavnik kreira, dok kvalitet nastavnog procesa predstavlja osnovno sredstvo za unapređivanje kvaliteta znanja učenika. U radu se razmatraju mogućnosti unapređivanja kvaliteta znanja učenika u nastavi prirode i društva. Cilj je da se teorijski razmotre pretpostavke didaktičko- metodičkog modelovanja timske nastave i empirijski ispita i proveri uticaj dva modela timske nastave prirode i društva u veb okruženju na kvalitet znanja učenika četvrtog razreda osnovne škole. Kvalitet znanja je razmatran kroz stepen usvojenosti znanja prepoznavanja, znanja reprodukcije, operativnog i stvaralačkog znanja. Teorijska polazišta predstavljaju teorije kognitivnog razvoja Ž. Pijažea i L. Vigotskog, koncept zasnovan na rešavanju informacionih problema u veb okruženju i pristup usmeren na prožimanje učenja i poučavanja. Naglasak je stavljen na stvaranje podsticajne sredine za učenje u kojoj učenici grade znanja u individualnim, individualizovanim i saradničkim procesima učenja, koje priprema, realizuje i vrednuje tim nastavnika.

Polazeći od dostignuća pedagoške nauke i njoj srodnih naučnih disciplina koje se bave problemima školskog udžbenika, opšte i posebne koncepcije stvaranja udžbenika; opptih ciljeva i zadataka vaspitno-obrazovnog rada u Srbiji, istražene su didaktičko-metodičke vrednosti udžbenika prirode i društva trećeg i četvrtog razreda osnovne škole. Predmet istraživanja su didaktičko-metodičke vrednosti udžbenika prirode i društva dva izdavača – Zavoda za udžbenike i Eduke. Ovi udžbenicci su izdvojeni iz grupe akreditovanih udžbenika, odabronih od strane Miniistarstva prosvete Republike Srbije. Cilj istraživanja proizilazi iz predmeta istraživanja, a odnosi se na utvrđivanje obima i oblika sledećih didaktičko-metodičkih vrednosti: informacionih, saznajnih, sistematizacionih, vrednosti individualizacije, samoobrazovnih i koordinirajućih vrednosti. Istraživanje je sprovedeno u školskoj 2012/13. godini, njime je bio obuhvaćen 121 učiitelj osnovnih škola Zaltiborskog i Moravičkog okruga i više nezavisnih procenjivača. Uzorak učitelja je slučajan, a čine ga učielji različitog stepena stručne spreme i različitog radnog iskustva. Istraživanje se zasniva na dve opšte naučno-istraživačke hipoteze, i to: 1) udžbenici prirode i društva, uglavnom, sadrže osnovne didaktičko-metodičke vrednosti; učitelji imaju, pretežno, pozitivan stav prema didaktičko-metodičkim vrednostima udžbenika prirode i društva; 2) Postoji visok stepen slaganja u proceni didaktičko-metodičkih vrednosti udžbenika između nezavisnih procenjivača i učitelja. U istraživanju je postavljeno i 7 podhipoteza. Za istraživanje stavova učitelja korišćena je Likertova petostepena skala. Statistička obrada prikupljenih podataka ostvarena je izračunavanjem frekevencije, procenata, koeficijenta kontigencije, Hi kvadrata, primenom SPSS 16.0. Kvantitativnom i kvalitativnom analizom istraživanja je utvrđeno: Prihvata se prva naučno-istraživačka hipoteza, pozitivan stav prema didaktičko-metodičkim vrednostima udžbenika prirode i društva ima 73% učitelja. Ne prihvata se druga opšta naučno-istraživačka hipoteza, jer postoji značajna statistička razlika između procene nezavisnih procenjivača didaktičko-metodičkih vrednosti udžbenika i stavova učitelja. Testiranje postavljenih podhipoteza je pokazalo: da su u udžbenicima prirode i društva u najvećoj meri ostvarene informacione, saznajne i sistematizacione vrednosti, da su najmanje zastupljene vrednosti individualizacije i koordinirajuće vrednosti i da radno iskustvo nastavnika utiče na rezultate istraživanja. Methodological values of the third and fourth grade Nature and Society textbooks have been examined according to the achievements of pedagogical science and its related scientific disciplines which deal with the issues of the school textbook, general and specific concepts of creating textbooks, universal goals and tasks of education practice in Serbia. The object of the research is didactic-methodological values of Nature and Society textbooks of two publishers – Zavod za izdavanje udzbenika and Eduka. These textbooks were selected from the group of textbooks accredited by the Ministry of Education of the Republic of Serbia. The research goal stems from the object of the research and it refers to establishing the scope and format of the following didactic-methodological values: informational, cognitive, evaluative, individualization, self-educative and coordinative. The research was conducted in school year 2012/2013, and it comprised 121 primary school teachers in Zlatibor and Moravica district and several independent evaluators. The sample was random at it consists of teachers with different education degree and professional experience. The research is based on two universal scientific research hypotheses, namely: 1) Nature and Society textbooks mainly comprise essential didactic-methodological values; teachers have predominantly positive attitude towards didactic-methodological values of the Nature and Society textbook; 2) There is a high level of agreement in the evaluation of didactic-methodological values of independent evaluators and teachers. There are 7 sub hypotheses also posed in the research. Five point Likert-scale was used to analyze the teachers’ attitudes. Statistical data was conveyed by calculating frequencies, percentages, contingency coefficients, chi square, and the application of SPSS 16.0. Quantitative and qualitative research analysis indicate: the first scientific-research hypothesis is confirmed since 73% of teachers have a positive attitude towards didactic-methodological values of the Nature and Society textbook; the second universal scientific-research hypothesis is denied since there is a significant statistical difference between the didactic-methodological values evaluation of independent evaluators and teachers’ attitudes. The posed sub hypotheses testing indicates: Nature and Science textbooks satisfy informational, cognitive and evaluative values to great extent while individualization and coordinative values are least present and that teachers’ professional experience influences the research results. The results of these findings imply the significance and role of the didactic-methodological values of the Nature and Science textbooks in the understanding of basic objective natural and social reality and the development of primary students. They emphasize the need and necessity of constant investigation and practical application of these textbook values.

Vreme u kojem živimo najviše su obeležile nove informaciono-komunikacione tehnologije, odnosno računar, jer je primena istih u svakoj oblasti ljudskog rada dovela do značajnih unapređenja. Saglasno tome, kao i postojećim saznanjima o ulozi opažanja i drugih aktivnosti u procesu formiranja pojmova ili saznanja, očekuje se da primena multimedijalnih nastavnih sredstava, koje podržavaju pomenute tehnologije, može značajno uticati i na postignuća učenika. Da li je to slučaj u nastavi predmeta Priroda i društvo pitanje je koje se, u vidu problema naučnog istraživanja,postavlja u ovom radu. U poređenju sa tradicionalnim nastavnim sredstvima istraživan je uticaj mapa uma, video prezentacija, interneta i elektronske interaktivne table na postignuća učenika, a onda stavovi učenika i učitelja u odnosu na sva ova sredstva. Eksperiment sa paralelnim grupama izvršen je u populaciji učenika III razreda osnovne škole. Efekti delovanja pojedinih sredstava mereni su, međusobno upoređivani i analizirani u tri vremenska perioda. Time je utvrđeno: (1) da su savremena sredstva bila efikasnija od tradicionalnih, (2) da su se mape uma pokazale najefikasnijim, (3) da su tradicionalna sredstva, zbog najveće bliskosti izvornoj stvarnosti, i dalje značajna, (4) da je postignuće korespondiralo sa nivoom pozitivnosti stavova učenika i učitelja u odnosu na pojedina sredstva i (5) da nijedno sredstvo ne može biti potpuna zamena za bliskost kakva se postiže u neposrednoj interakciji između učenika i učitelja. The time in which we live has been profoundly influenced by the new information and communication technologies, or personal computers, since the implementation of these in every field of human activity has led to significant improvements. In accordance with this, as well as with the present knowledge on the role of perception and other activities in the process of forming concepts or knowledge, it is expected that the application of multimedia teaching tools,which are supported by the above mentioned technologies, can significantly affect student achievement. Whether this is the case in the teaching of the subject Nature and Society is an issue that is the focus of research of this dissertation. The research aim was to compare the influence of traditional teaching tools to that of mind maps, video presentations, the Internet and interactive whiteboard on student achievement,and to ascertain what the attitudes of students and teachers towards these are. The experiment with parallel groups was conducted on the population of pupils in the third grade of primary school. The effects of each individual teaching tool was measured, analysed and compared to each other during three separate periods of time. This led to the conclusion: (1) that the modern tools were more effective than the traditional ones, (2) that mind maps have proven to be the most effective, (3) that the traditional teaching tools are still significant, due to their greatest proximity to reality, (4) that the achievement corresponded to the level of positivity of the students' and teachers' attitudes in relation to each individual teaching tool and (5) that no teaching tool can be a complete substitute for the kind of intimacy which is achieved in the immediate interaction between students and teachers.