ATTITUDES OF THE SUBJECT TEACHERS TOWARDS THE PSYCHOLOGICAL, PEDAGOGICAL AND METHODOLOGICAL CONTENTS OF THEIR INITIAL EDUCATION

Abstract

The education system in general, as well as the initial education of subject teachers, is undergoing a kind of constant reform. Since the adoption of the Bologna Declaration, especially in the last 10 years, significant systematic efforts have been made to standardize the scope of psychological, pedagogical and methodological courses, including school practice. However, there seems to be a lack of comprehensive analysis of the current situation, as well as of the results of the measures taken, i.e. there is no publicly presented empirical quantitative and/or qualitative data. This paper aims to examine the current situation from the perspective of the subject teachers, who graduated before and after the Bologna reform and who work in primary and secondary schools in Serbia, concerning their psychological, pedagogical and methodological initial education. In this paper, we will present the empirical results collected in the spring of 2017 by a survey of 847 subject teachers of 29 different subjects working in 77 places in Serbia.