Teacher reflection is becoming increasingly important in cultivating a responsible, critical, and autonomous work of teachers in practice. Little research has been conducted in Serbia, and these are predominantly theoretical. There is no validation of metric tools that could be applied in researching teacher reflection. The aim of the research illustrated in the present paper is to determine to construct validation of the factor structure of the English Language Teaching Reflective Inventory(ELTRI) within the Serbian educational context among primary school teachers. The research included 310 teachers of upper-primary subjects and elementary school grade teachers. We have applied exploratory factor analysis and extracted variables and determined four factors: affective, metacognitive, cognitive, and practical elements of teacher reflection. The reliability of the first three subscales (affective, metacognitive, and cognitive) was satisfactory, while the reliability of the fourth subscale (practical element of teacher reflection) proved to be low in our research. This is possibly caused by the research sample and education context of the respondents. The conclusion is that, in our sample, Teaching Reflective Inventory (ELTRI) can be used in a reduced form when testing teacher reflection, with 23 items and three factors. The present paper also gives the authors’ recommendation of adding the practical element factor with an appropriate number of items which potentially obtain a four-factor solution to the questionnaire.

Apstrakt.Vizija celoživotnog učenja i kontinuiranog profesionalnog razvoja zahteva nastavnika koji će znati kritički da razmišlja, koji je osposobljen za refleksiju i samoevaluaciju, koji zna da potraži ili osigura preduslove za razvoj svakog pojedinačnog učenika, koji podstiče i podržava učenike u procesu učenja i razvoja. Od nastavnika se očekuje kontinuirani profesionalni razvoj i odgovorna participacija u svim segmentima rada škole. U ovom radu autorke se bave savremenim konceptom profesionalnog razvoja nastavnika kroz nastavničke forume kao specifičnim vidom horizontalnog učenja. Nastavnički forumi kao mogućnost za sticanje novih znanja i uspostavljanje saradnje sa kolegama, polako pronalaze svoje mesto u školskoj praksi.Ključne reči: profesionalni razvoj nastavnika, horizontalno učenje, stručno usavršavanje, nastavnički forumi. UVODProgres u naučno-tehnološkom smislu u svim aspektima čovekovog života i rada unosi drastične promene čiji su sadržaji i dimenzije postali mera progresa čitavog društva i u tom smislu obrazovanju je pripalo posebno mesto. Savremeno obrazovanje svakodnevno se suočava sa izazovima stalnog prilagođavanja sa posebnim naglaskom i insistiranjem na kvalitetu obrazovanja.* Nataša Tančić, natasakovacevic@ff.uns.ac.rs

Starting with the theoretical considerations regarding the perception of parental competence in the context of changes typical of modern society and the challenging tasks faced by parents, this paper intends to examine particular factors of self-evaluation of pedagogical (in)competence of parents for the parenting role. The sample comprised 575 subjects, including mothers and fathers of pre-schoolers. The attained results demonstrated that mothers perceive themselves as more competent in the parenting role, regardless of the child's sex, and that parents whose children live with both parents deem themselves more competent. Furthermore, we concluded that financial status and whether the child is undergoing pre-school education are additional determinants of parents' pedagogical competence for the parenting role. The following factors were of little relevance in the study sample: the living environment of the child, parent age, number of children in the family and parental educational level. The obtained results are important for shedding light on parental actions in raising children, as well as for underlining possible changes in behaviour and opinions.

The aim of study was to investigate the effects of parents' perceptions of neighborhood safety on outdoor physical activities of preschool children. This was investigated based on a moderating role of a child's gender and parents' age. The results showed that the association of parents’ perceptions of neighborhood safety on outdoor physical activities of children depended of the child’s sex and the parents’ age. Boys whose parents were younger and who positively assessed the neighborhood safety were more inclined to outdoor physical activities. Female children whose parents were below the average age the perceived neighborhood safety hindered frequent outdoor playing. The paper discusses practical implications of the obtained results and recommendations for future research.

The aim of this study is to determine the motivational structure of youths for practicing sports. The research included 60 participants, of both sexes, all aged between 13 and 16. The survey method was applied. The research results showed the following facts: that intrinsic motivation is the main instigator for practicing sports and 58.33% of the participants personally made the decision to start doing sports. As for the structure of motives, health is in the first place of importance, followed by love for sports, then success, friendship, popularity and good looks. Money as primary motive is penultimate instigator, while fun is the last main motive for doing sports. The hierarchy of motives for initial involvement in sports activities does not differ on the basis of gender. Children are most intensively involved in sports between 6 and 10 years of age. The main conclusion of the research is that coaches should improve the consciousness of practicing sports for the purposes of fun and friendship.