in the last few decades, many European countries have introduced changes in the regulation of education and higher education systems, accepting the provisions of the Bologna declaration. The purpose of this declaration is to create a single European Higher Education area with comparable and compatible academic standards and quality assurance standards across Europe. Serbia subscribed to these changes in 2003 reforming its higher education system in accordance with the declarations. Study modules have been reformed with the aim of achieving higher quality and more applied knowledge of students. The changes that have taken place have been reflected in the fundamental goal of an initial teacher education to create quality graduate teachers who are able to ensure high quality learning outcomes for all the children and young people with whom they work. The aim of this paper is to examine the effects and the challengies of initial teacher education in the context of higher education reform in Serbia. The changes that have occurred need to be seen from three angles: the initial education being implemented in several faculties within the six state universities; professional teacher training and self-evaluation and quality management of the teaching process. in the Republic of Serbia initial teacher education is realized in several forms. The primary form of initial teacher education is carried out at teaching faculties while the secondary form of initial teacher education is through the training of teachers, which is regulated by law. Some of the difficulties faced by initial teacher education programs are: the competitiveness of teaching careers with other careers that are better paid. The results in a lower student response, but also affects the funding of the teaching faculty itself. taking into account the importance of education and its impact on society, it is necessary to monitor changes in the field of teacher education continuously and systematically in order to find ways to overcome various challenges and difficulties.

No abstract

Based on the conceptual and empirical framework of five perspectives on teaching and earlier studies that have suggested a link between teaching perspectives and teachers’ academic disciplines, this paper aimed to examine the differences in the university teachers’ perspectives from various academic disciplines and faculties. This research also aimed to validate the Teaching Perspectives Inventory on a sample of 526 university teachers in Serbia. The results confirmed the differences in the university teachers’ perspectives and led to the conclusion that hard sciences teachers were more teacher-centred, while soft sciences teachers were more student-centred. Additionally, exploratory factor analysis indicated that the slightly modified version of the TPI is applicable and reliable to use in other educational contexts. However, it can be concluded that research on teachers’ perspectives is limited to specific cultural, educational, and research contexts.

Future students’ expectations of higher education, and the relevance of one’s (un)realistic expectations for further academic success, are of growing importance in the context of contemporary needs for quality improvement in higher education. Research indicates that students’ perceptions and expectations regarding studies and academic life can influence their academic success, satisfaction with studies, as well as impact their decision to leave university. The research presented in this paper aims to investigate high school students’ expectations and perceptions regarding higher education and future studies. Participants were 1259 third and fourth-grade high school students planning to continue their education at universities. The paper presents qualitative and quantitative analyses of open-ended questions which were assorted in numerous categories, subjected to further statistical analysis. Results indicate that the majority of high school students hold the belief that academic studies require more effort and that the concept of academic studies, regarding the structure of lectures, greatly differs from the one in high schools. On the other hand, a surprisingly small number of high school students expect to gain advanced knowledge at the university and get better opportunities for employment after graduation. It has been concluded that there are significant statistical differences among high school students regarding their expectations, depending on their gender, age, type of high school they are attending, as well as their hometown. The results were discussed concerning their relevance for enabling an easier transition from high school to university, providing better adaptation to university life and preventing dropping out from university

U radu se razmatra problematika definisanja, planiranja i upotrebe ishoda učenja u visokoškolskoj nastavi, kao jednog o ključnih aspekata nastavnog rada. Koncept ishoda učenja posebno je aktuelizovan Bolonjskim procesom i predstavlja značajan alat za planiranje nastavnog rada i kreiranje kurikuluma kao i za prepoznavanje stečenih znanja i veština studenata. Analizirani su relevantni dokumenti u okviru reforme visokog obrazovanja kojima se ističe značaj ishoda učenja za usaglašavanje različitih sistema visokog obrazovanja u okviru Evrope. Akcenat je stavljen na pedagoške implikacije upotrebe ishoda učenja i na njihov značaj za nastavni rad, posebno iz perspektive pristupa usmerenog na studenta. Dat je prikaz konkretnih uputstava i smernica za kreiranje i definisanje ishoda učenja. Prikazana je SOLO taksonomija kao jedna od značajnijih taksonomija za pisanje ishoda učenja u visokom obrazovanju i za procenjivanje usvojenih znanja i veština studenata. Rezultati ukazuju na to da ishodi učenja predstavljaju konstrukt koji omogućava nastavnicima efikasno planiranje i organizovanje nastave, kao i procenjivanje stečenog znanja i kompetencija studenata. Sa druge strane, studentima omogućava mobilnost na druge univerzitete, priznavanje stečenih kvalifikacija, priznavanje prethodnog učenja i dr. Zaključuje se da adekvatna implementacija ishoda učenja u nastavnu praksu, studijske programe i predmete u značajnoj meri utiče na kvalitet obrazovanja.