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Stojan Cenic, Ph.D.

WHAT KIND OF SCHOOL TEACHER-TRAINING FACULTIES PREPARE STUDENTS FOR

Abstract: The key issue discussed in the development of curricular and ex-

tracurricular activities of teacher-training faculties is what kind of school they pre-pare future teachers for. This issue brings about another one: what should the school of today be like and are future teachers being prepared at teacher-training faculties for working in schools where children learn for the current and future so-cial, economic, cultural and technical needs. The teaching staff has the most im-portant effect on the profile of primary school. How well a teacher is educated and prepared, such will be the school.

In this paper the author emphasizes characteristics of quality school in the future and characteristics of developing teaching as basic determinants in further development of curricular and extracurricular activities.

Keywords: innovative school, developing teaching, developing tea-

ching models.

21

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26

1. ( 76/05, 100/07 , 97/08, 44/10, 93/12, 89/13).

2. - (2011). : .

3. 2020. (2012). : , .

Radmila Nikolic, Ph.D.

A TEACHER FOR NEW TIMES BUT NOT ONE LOST IN TIME

Abstract: In the paper, we address some problems encountered by Tea-

cher training faculties today, which, in spite of the efforts to develop into modern

scientific and educational institutions that have achieved enviable results in the past two decades of their existence, are in danger of getting out of the framework needed

by modern teachers for their successful professional work. Those problems can be

seen in the following: the requirements for 21st century teachers competencies are often such that the essence is lost, what and for whom; there is no consent about the

common core of the content of study programs; the names of courses are often in discord with the content; fragmenting of content through one-term courses; ten-dencies to exclude courses of scientific disciplines fundamental for teacher trai-ning (pedagogy, sociology) and overemphasizing some other courses (psychologization); the tendency to introduce subject teaching into lower grades of primary school as a complete substitution for the teacher; the unclear role of Teacher training faculties in the concept of lifelong learning, licensing and profe-

ssional development with the aim of raising competencies; the issue of practice

rooms; frequent changes to the Higher Education Law in the segment of level of studies and achieving professional/academic title, which poses problems in their

interpretation and employment of teachers, but mostly in the training of teachers.

These are only some of the problems which are further discussed in the paper.

Keywords: teacher, education, professional development, study programs, negative tendencies.

27

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28

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38

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- - . , - - (Stewart, 2000, . 107). , , , . : 1) (Earth-Cente-red) i 2) (Space-bound) - XXI (Kahn, Brown i Martel, 1976, . 20). , - (, . 21), - - (, . 21). - .

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39

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. - 1993. 776 . XXI ( : Hancock, 2009, . 113). XXI (entertainment) - .

1. Advanced Learners Encyclopedic Dictionary (1993). Oxford: Oxford University Press.

2. Atali, . (2010). Kratka istorija budunosti. Beograd: Arhipelag. 3. Atkinson, T. (1996). Home thoughts from abroad. In: G. Claxton, T. Atkinson,

M. Osborn, and M. Wallace, (eds.). Liberating the Learner (124143). London and New York: Routledge.

4. Bem, D. J. (2011). Feeling the future: Experimental evidence for anomalous re-troactive influences on cognition and affect. Journal of Personality and Social Psychology, Vol 100(3), 407425.

5. Carter, J. (2005). Our endangered values: America's moral crisis. New York: Simon & Schuster.

6. Ceci, S. J. (1990). On intelligence... more or less: A bio-ecological theory of in-tellectual development. Englewood Cliffs, NJ: Prentice Hall.

7. Claxton, G. (1990). Teaching to learn: A direction for education. London: Cassell. 8. Fulgosi, A. (1981). Psihologija linosti: Teorije i istraivanja. Zagreb: kolska knjiga. 9. Gawain. S. (1997). iveti u svetlosti. Beograd: Press Tomi Book. 10. Gidley, J. M., Batemen, D., & Smith, C. (2004). Futures in education: Princi-

ples, practice and potential. Melbourne, Australia: Swinburne universuty of Technology.

11. Gould, S. J. (1999). Rocks of ages: Science and religion in the fullness of life. New York: Ballantine.

12. Hall, V. (1996). When the going gets through Learning through a taught dictora-te programe. In: G. Claxton, T. Atkinson, M. Osborn, and M. Wallace, (eds.). Li-berating the Learner (161183). London and New York: Routledge.

40

13. Hancock, P. A. (2009). Mind, machine and morality: Toward a philosophy of human-technology symbols. Farnham, GB: Ashgate.

14. Helmer, O. (1983). Looking forward: A guide to futures research. Beverly Hills, CA: SAGE Publications.

15. Howe, M. J. A. (1990). Does intelligence exist? The Psychologist, 3, 490-493. 16. Kahn, H., Brown, W. i Martel, L. (1976). Slijedeih 200 godina. Zagreb: Stvarnost. 17. Klein, G. (2003). Intuition At Work., New York: Random House. 18. Lefton, L. A. (2000). Psychology, 7

th ed. Boston, MA: Allyin and Bacon.

19. Maslow, A. H. (1963). Self-actualizing people. In J. B. Levitas (Ed.). The world of psychology. New York: Braziller.

20. Matijevi, M. (1994). Humor u nastavi. Zagreb: UNA-MTV. 21. Risti, . (1995). O istraivanju i metodu znanja. Beograd: Institut za pedagoka

istraivanja. 22. Stewart, J. (2000). Evolution's arrow: The direction of evolution and the future

of humanity. Canberra: The Chapman Press. 23. , . (2002). : -

. . 4, . 324339. 24. Toffler, A. (1970). Future shock. New York: Bantam Books. 25. Toffler, A. (1981). Future shock: The third wave. New York: Bantam Books. 26. Wikipedia (2011). Tehne. 11.05.2011. : http://en.wikipe-

dia.org/wiki/Techne.

Nenad Suzic, Ph.D.

FUTURISTIC COGNITION Abstract: Futurology is a relatively new scientific discipline. The question

of why futurology has not been constituted yet, author is discussing here by a num-ber of angles. One of the reasons is that intuition which until yesterday was not re-cognized as a source of scientific knowledge, was considered unscientific by many known authorities. The concept of intuition is considerably changed nowadays. In this paper the author presents a variety of reasons and examples to suggest that in-tuition is indispensable in scientific knowledge, and that it is necessary as wel as possible, to encourage it in teaching process from the first day of school. In addi-tion, the paper goes on to define the term methodology of futurology, whic shows that futurology is an integral part of all sciences. Existing curricula can be implemen-ted by futurological means which requires a new teaching methodology as wel as new and different teaching styles in the classroom. The curriculum of teacher education faculties by passes training of teachers in futurology cognition, or learning how to le-arn. Teachers are still preparing children for life in the twentieth rather thantwenty-first century. Teachers need to be prepared for mounting components of learning how to learn, futurological cognition, and for inductive, not just deductive knowledge. Is the author of this text wrong or right, a real future will merci lessly confirm or deny.

Keywords: intuition, futurology, methodology of futurology, futurological

scientific method, learning to learn.

41

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51

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53

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3. ( ) - .

1. Amstrong, T. (2008). Najbolje kole: kako istraivanje razvoja ovjeka moe usmjervati pedagoku praksu. Zageb: Educa.

2. , . (2000). - . : , . 3-4, . 51-68.

3. Winkel, R. (1980). Die kritische komunikative Didaktic. Westermanns. Pad. Beritage 32, 5.

4. , . (2003). . . : .

5. , . (2009). - . . : - , . 235-247.

6. , . (2010). . - : , . 274-282.

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54

11. , . , . (2013). - . - . : .

12. , . (2011). - . : .

13. Klafki, W. (1980). Die bildungstheoretishe Didaktic. Westermanns. Pad. Beri-tage 32, 1.

14. Howard, J. (2007). Curriculum Devalopment. Department of Education. Elon University.

15. www.uf.bg.ac.rs 22.11.2013. 16. www.ucfak.ni.ac.rs 20.11.2013. 17. www.pef.uns.ac.rs 23.11.2013. 18. www.pefja.kg.ac.rs 24.11.2013. 19. www.uf-pz.net 24.11.2013. 20. www.ff.unibl.org 24.11.2013. 21. www.pfb.unssa.rs.ba 22.11.2013.

Mile Ili, Ph.D.

SCIENTIZATION AND PRESERVATION OF PSYCHOLOGICAL-

PEDAGOGICAL CHARACTER OF TEACHER EDUCATION STUDIES

Abstract: Scientization tendencies, rather than those preserving the

psychological-pedagogical character, of the concept, structure and content of the first, second and third cycle studies of teacher education, particularly at certain

colleges, are becoming more and more prominent. Under pressure from individuals

and groups of teachers the segments of the teaching programs of study are beco-ming similar to the parts of the study programs of the Faculties with tangent

systems disciplines. Unbalanced structure of the (eclectic) study programs and their

realization (mostly lecturing and reproductive-verbose) neglects the key final pro-fessional competences of future teachers and researchers of educational processes

in an innovative and effective classroom instruction. This may produce a negative effect on the quality of the processes and outcomes of educational work, especially

the child-rearing responsibility of teachers.

Keywords: Teacher Education, scientization, preservation of psychological-

pedagogical character, study program, future teachers professional competences.

55

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64

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, - , - .

- . , . , - . - 2008. , . - , . , () , - . - , , - .

1. , . (2013), , , . 2. , . 631-645.

2. , ., , . (2011). -: , -, . 4, , . 651-653.

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4. : 49/93 5. , .. (2009).

(XVIII- ) - , -: , . 267-297.

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8. , . (1971). 19. , : .

66

Radenko S. Krulj, Ph.D.

Zvezdan Arsic, Ph.D.

Jelena Krulj Draskovic, M.A.

CONSISTENCY OF SYLLABUSES OF TEACHER TRAINING FACULTIES

IN THE FUNCTION OF STUDENT MOBILITY

Abstract: In lower grades of primary school, i.e. in class teaching, tea-

chers are those who carry out most of teaching activities and the ones who have the

greatest responsibility for the success of educational-pedagogical work with pupils. Modern society is characterized by numerous changes in the social, scientific, tech-

nical, and technological sphere, the consequence of which is a change in the role

and objectives of school, which are constantly being redefined. Therefore, the edu-

cation of teachers should be conceived in such a way that it enables teachers to suc-

ceed in the realization of pedagogical, educational, and functional objectives of teaching. At the turn of 20th to 21st century, and especially with the Bologna

Process, activities in the domain of teacher training were largely directed towards

the development of a uniform model of professional education of teachers, which would be based on achieving competences, that is, developing abilities to master

the profession, scientific disciplines, and pedagogical methodology. Apart from that, a uniform model of teacher training is also based on developing abilities to es-

tablish a relationship and efficient communication with pupils, but also with other

factors who participate in the organization and realization of educational-pedago-gical work in and outside school in any way.

A uniform model of teacher training presupposes the consistency of syllabuses of Teacher training faculties, which is the most important condition for

student mobility. For that reason, in the paper we focus on examining and analy-

zing the consistency of syllabuses of Teacher training faculties in our country, ac-cording to the parameters related to the total number of courses in study programs,

the number of courses per year of studying, and the degree to which pedagogical

disciplines are represented in them.

Keywords: syllabus, students, teachers, competences, abilities.

67

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68

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69

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. , , - , , . , - . , , , , , - .

, -. , - , - . , , , . - - . , - , , . , - . . Marshall Plam, (Gore, ., 1993).

- , , , , , , , - - .

70

, -, . - , - , , . , - , - (Wil-liams and Herita: e, 1988).

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71

. , - (Poustman, 1987) - . - , . , , - . , , - , , . . , , . . , -, , - , -, .

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72

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1994. - 174 , - (Collis and de Vries, 1994). , .

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, -, , , , .

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73

, , . - , . , -, , 150-250 , - , . - , , , - . , - .

-, - , . , - , - . . , , - . , - . , - , , , , , .

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74

, , . - , , -, .

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, , , , - , , - . -, .

- , - , , - .

1. Albrow, M. (1996): The Impast of Globalization on Sociological Concerts: Commnunity, Culture and Milieu, u Eade J. (ed.) Living in the Global Sity, Ro-tlendge, New York-London.

2. Albrov, M. (1996): The Global Age, Polity; Camridge. 3. , . (2002): .

, . 112-113, .

75

4. (2003) : , , .

5. , . (2001): , , . 6. Bauman, Z. (1998): Globalization, Polizy Press, Cambridge. 7. (2007): , . 8. , . (2009): , -

. -, .

9. , . (2009): , , . 5, , .

10. , . (1998): , . 11. . . (2006): ,

, , , . 1/2006. 12. , . . . ( ) (2006): -

, , . , . -

13. , . . (2005): ( ). - 5, .

14. , . . (2007): . 2, .

15. , . (2007): . - , . 7-8-.

16. Phillip, V. Jones (1998): Globalization and Internationalism: Democratic Pro-spectsfor World Comparative Education, Volume 34, 2, 1998, pp. 143155.

17. , . (2000): , , . 18. , . (1997): , , . 19. Bauman, Z. (1998): Globalizacion, Polity Press, Cambrigde.

Bora Stanimirovic, Ph.D

THE INFLUENCE OF GLOBALIZATION AND INFORMATION TECHNOLOGIES ON EDUCATIONAL PROCESS

Abstract: Globalization can be considered from various aspects and be

defined as a contemporary social phenomenon expressed in different forms which influence the changes in all dimensions of life on planetary level. Globalization is one of the most popular issues nowadays, multidimensional and contradictory phe-nomenon, with all its positive and negative characteristics. Accordingly, no matter how hard we try to justify its advantages, we have to point to its faults as well, not on-ly in the field of economy, politics, culture, but in the whole educational process. This paper presents the most important characteristics of the idea of globalization, infor-mation technologies and educational process in context of their interdependence.

Keywords: globalization, information technologies, educational process,

changes, school.

76

. .

: -

, , -. . - , , - . - , -, . .

: , , .

, - . , - . - , (- 2000, ISATT, ECER ) - , , - .

, - : , , , , , , , - . -

77

, , , , . , , . . , (-, 1999). - .

- , . , -, . , - ( , 2006:340). - .

, -

. , - . . , , , , (, 2010: 68). - . - , (-, 2006). . - , - , , , . - - (, 2010: 72). , , - . - (Hercog, 2006; Harris, 2000).

78

, - . , . , , - , . -- . , - - -- (, 2008: 64).

- . -: ( , ), - (- -, , , ), , ( ), -- (, , 2010: 154-155). , , .

- -, , . - -- .

- , , - . .

- -. - , (, 2003: 221). , , -

79

- , , - - (, 1999; , 1999).

, , ( , 2002: 12). - . - , - , , .

-. -, . , -- =2,28, =2,41, - ( ., 2005: 98). - - , - (-, 2013: 324). - - , , - ( ., 2012).

, , - ( ; - , ). - .

, . , - . , , - . , - , .

- .

80

, , . -, , - - , . , , . - - , , , (, 2003: 211).

- . , , - , . , - - . - -, . ( , , -, ). - - (, 2003: 229).

, -. , - . - , , -. - - , , , . - , , , -, .

- , -. , , - ,

81

, . - , . - , , - .

1. , . , . (2010): - , : .

2. , . (2006): , : , : , . 3, 87-103.

3. , . , . (2002): , : - .

4. , ., , . , . (2012): - , , : , . 14, 99-108.

5. , . , . (2006): -- , : , : , 337-348.

6. , . (2005): , : - - , : , 571-583.

7. , . (2003): , : , : - , 221-236.

8. , . (2013): , : - , : , 314-332.

9. Mui, V. (1999): Uvod u metodologiju istraivanja odgoja i obrazovanja. Za-greb: EDUCA.

10. Pavin, T. I sar. (2005): Percepcija kvalitete obrazovanja uitelja i nastavnika i nekih aspekata uitljske i nastavnike profesije iz perspektive osnovnokolskih uitelja i nastavnika, u: Cjeloivotno obrazovanje uitelja i nastavnika: vie-struke perspektive, Zagreb: Institut za drutvena istraivanja u Zagrebu, 95-124.

11. , . (1999): , : - .

12. , . (2008): - , : , : , 197-204.

82

13. , . (2010): -, : , -: , . 63-84.

14. , . (2008): - , , . 21, 1, 61-69.

15. Harris, A. (2002): School improvement: What,s in it for Schools?, London: Routled-

ge, : http://www.questia.com/oitano: : 12. 01. 2008.

Milenko Kundacina, Ph.D.

Jelena Stamatovic, Ph.D.

METHODOLOGICAL COMPETENCIES OF FUTURE TEACHERS

AND THE NEEDS OF CONTEMPORARY SCHOOL

Abstract: Modern roles of teachers create the need for a more qualitative

approach to education and professional development of teachers, which has to be based on scientific knowledge, research and relevant experience. Therefore, those

who educate future teachers have great responsibility in the development of their

competencies. The paper discusses the need of modern school for knowledge, skills, habits and abilities of future teachers in the field of research of pedagogical prac-

tice. Reform changes of primary school are followed by a series of activities requi-ring teachers engagement, which include their mastery in projecting and perfor-ming different forms of research, as well as the capacity to follow literature of

empirical character. This paper is an attempt to determine to what extent the needs and demands in contemporary school correspond to methodological competencies

of future teachers.

Keywords: methodological competencies of teachers, research competen-

cies of teachers, contemporary school.

83

. ,

()

: -

, , . , : - , , - . . -, . - , , . , . , - . .

: , , , , .

- . , - - - . - : , , , , ( , 2004), - . - () . - , , . , .

84

- . , 1993. , 2002. 2004. . , - , : , , - . - - (,2005:358). , - . .

, - , - . , - - . , - . - . : (,1991:176). - , , - . - : 2002. : : -; 2004. : , : - . 2003. , .

, - . , - . - , . , -, . . , , -

85

, . , . , - . ... - ..., ... ... - , . (, 2008:110). - , .

, - , . - , - . -, , . , , - . - , , . , . , , , - . , - . , -, ( ), - . . , , , . -, (, 2008: 116). , , - , - - , . , , - , .

86

- - , . .

- . , , - . , , . , . , . . - , , -. - . , .

. , . - , . -, , . -, - . , - , . , , - . , . - , . - . - . , . ? ,

87

, . , , - . (, 2008: 89). , . , : , , -, .

, . , . - - . - . - . - , . - , . - -- .

(, 2009: 100), . - , . , - , . , . , , , . - .

88

, , . , - . -, . , . - , . - , . , . , , . , . - , - .

, , . , - , , - . , . : . . , , . . - .

. - . - . - . - , - -

89

. , - . - , , - . , . , - . , -, , . . , . , , . , - , .

. - , . -, (, , 1389...). , -, - . , . , - , . , - . - . , -, ... (-) , ..., , ... -

90

, , , -, ... (, 2011: 91-96). , .

. - . , -. ... , , -. ... (,1994:49) , - , -. , . , . - - .

. , , . , , . - , . , - . - . , , , , . , , . .

- . , -

91

. - , , -. , - . . -. - (, 2005: 91). , . , - , , , , . -, . - , , - .

, - - . , - . - - , . , . , . - , - . : , 9. ; 1966. , 18. ; -, 12. , , 8. , . - , -

92

... ( . 1 ). , - . - , - , .

, , -. , , -, , , . - . , . - , , - -. , -. - , -. , . , , . -- - . -, . - .

, , . , . , - . , , .

93

, - -. , -, , . , , , .

- . , - . (, 2004: 200), - - , 20. , - . , - , . - - , (, 2007: 67). , . . - , . - , , - . . -- - . . , . - , - . , , -, . . - , - .

94

- , , : , , . -, . - , , - . , - . - , . , . - - . , -- . - , . , - .

, . , . - , -. - , . : () (.20:26). - , . , -, - , . , - , . , , , -

95

. , - . , , . , . , , - ,

: , , - . - , , - . - , . - . , - . , , , . , - . , - . - - , . .

- - . . , , . . , , . , , - . -,

96

. , , . , , -, . -, , - .

- . - . , , - . , , - , . , -. , - . , - . - , . , . , - , . - , . , . , . : - , . , , , - .

97

1. (2010). . . 2. , ., (2011): ?. . . 3. (2004): .

. . .

4. , ., (2009): . . .

5. , ., (2006): . . .

6. , ., (2003): . . . 7. Casanova, J., (1994): Public Religion in the Modern World. University of

Chicago Press. Chichago.

8. , ., (2005): . . . 9. , ., (2012): . . . 10. (2009): -

. .

11. , ., (2005): - ; ; - - . : , . . .

12. , ., (2008): . . 13. , ., (2011): . -

. .

14. , ., (2008): , . -. .

15. , ., (2013): . . .

16. , ., (2007): . - . .

17. , ., (1994): . -. .

98

Ljubivoje Stojanovic, Ph.D.

RELIGIOUS CONTENTS IN TEACHING AT TEACHER-TRAINING

(PEDAGOGICAL) FACULTIES

Abstract: The study of the religious content in higher educational instituti-

ons, which train teachers, it is important and necessary. The reasons for this are many, can be kept to a few basic: multidisciplinary school system, multi-ethnic,

multi-denominational and multi-cultural environment. Schools as an educational

factor is where it properly conceived culture of competition and culture of dialogue. Teachers, teachers and teachers as designers of educational progression should have

at least basic information about religious and facilities. It does not imply an obliga-tion of membership at any cost, to any religious system, but requires a high degree of

tolerance. Then, belonging or not belonging to a religiouscollectivity neither nuisance nor a privilege. The responsibility here is a measure that encourages all the good

correlation, and the school system issuccessful as much as you can establish a good correlation. Enlightenment function of school is so designed and thought out.

Keywords: religious contents, education, multidisciplinary, multi confessio-nality, enlightment.

99

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1.

1.1. .

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(2007)2 - , , , , -

1 Robbie Mc J., TEACHER DEVELOPMENT:Policies that Make Sense, SanFrancisko: West Ed,

Retrieved April 26, 2013 from: http://www.wested.org/online_pubs/teacher_dev/TeacherDev.pdf 2 European Commission Improving the Quality of Teacher Education, Brussels, 2007

100

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, , -. , . . :

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3 OECD Teachers Matter, Paris, 2005

101

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107

1. . 35 14.03.2008, , 15, 2013 http://www.edulaws.mk/images/pdf/zakon_za_viso-ko.pdf.

2. . (2001). - ( ), : .

3. Improving the Quality of Teacher Education (2007). Brussels: European Com-mission.

4. 21 (2009). : , .

5. . , - , 2011/2012, 21, 2012 http://pfsko.ukim.edu.mk.

6. . , - 2011/2012, 21, 2012 http://pfsko.ukim.edu.mk.

7. , , - .

8. , , .

9. Robbie Mc J. , TEACHER DEVELOPMENT:Policies that Make Sense, San-Francisko: West Ed, Retrieved April 26, 2013 from: http://www.wested.org/on-

line_pubs/teacher_dev/TeacherDev.pdf.

10. 103 30 2010, - - , ( . 2).

11. , , 2011/2012, 20, 2013 http://www.ugd.edu.mk/index.php/mk/fakulteti/pf.

12. , , 2011/2012, 20, 2013 http://www.ugd.edu.mk/index.php/mk/fakulteti/pf.

108

Dean Iliev, Ph.D.

Tatjana Atanasoska, Ph.D.

THE INTERPRETATION OF PEDAGOGICAL DISCIPLINES

AT PEDAGOGICAL FACULTIES IN THE LIGHT OF FRASCATIS CLASSIFICATION OF SCIENTIFIC FIELDS

Abstract: Pedagogical faculties in a modern integrated university must be

more adaptable, accepting the challenges posed by globalization, but also more creative in designing professional development and lifelong learning of teachers at

all levels. In that sense, the introduction of Frascatis classification of scientific fields was supposed to make study programs at Faculties of Pedagogy more peda-

gogical, methodological and professional.

For this occasion, we present the results of one of our comparative resear-ches of study programs at Faculties of Pedagogy in Macedonia, which show that

the process of depedagogization has just happened, and the processes of personali-zation and differentiation of solutions to the advantage of substrative bases of tea-

ching profession and guiding structures.

Keywords: pedagogy, didactics, depedagogization, Frascatis classifica-tion, lifelong education.

109

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1. , . (2010). - ,: , ( ).

2. Buchberger, F., Campos, B.P., Kallos, D., Stephenson, J. (eds) (2001). Green Paper on Teacher education in Europe. Umea:University, 2000.

3. Colin, J. M. (1992). Kurikulum, temeljni pojmovi, Zagreb: Educa. 4. , . (2000). -

(, ), -: , , - .

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perspektive, Zagreb: Institut za drustvena istrazivanja.

7. Vizek, V.V. & all. (2009). Planiranje kurikuluma usmjerenoga na kompetenci-je u obrazovanju uitelja i nastavnika, Zagreb: Filozofski fakultet Sveuilista u Zagrebu, Uiteljski fakultet u Zagrebu.

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8. Vukovi, V. (2000). Determinante obrayovnih postignua studenata ucitelj-skih fakulteta, Jagodina: Uciteljski fakultet.

9. Zgaga, P., Persak, M. Repac, I. (2003). Teachers Education and the Bologna Process. A survey on trends in learning structures at institutions of Teachers

education In Buchberger, F., Berghammer, S. (eds). Education Policy Analzies in a comparative Perspective II. Linz: Publication Series.

10. (2008), , .

Sneana Jovanova-Mitkovska, Ph.D.

CURRICULUM, TEACHING CONTENTS, POSSIBLE CHANGES

bstract: The different curricular concepts that apply when creating curricula

at the Faculties that educate teachers, lead to different creation at the subject programs in the same, differences in the positioning of objectives, differences in content, differen-

ces in outcomes, differences in the proposed literature Are different curricula, different content, different set of goals, and obstacle

for mobility, transfer of students from the faculty to faculty, obstacle for recognition

of specific subject? What are the obstacles in the way of creating a similar curriculum for this subject? The answer to these and other questions is subject of elaboration of

this paper. It also presented the results of the comparative analysis of the respective

programs of two subject programs: Methodology of teaching of nature and society;

Research methods in education, of the Pedagogical faculties in Macedonia, Serbia, Croatia, , in view of the indicated parameters, and presents suggestions for possible

changes to the same subject programs, similar content, updating them in line with modern trends in these areas.

Keywords: teaching subject, course program, teachers competences.

122

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132

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134