Through a theoretical scientific synthesis, the phenomenon of values and value orientations of young people is considered from several aspects. Within the framework of such an approach, various classifications of values and value orientations of young people are presented and explained and the most favorable basis is sought for testing the values and value orientations of the students from teacher training faculties, future primary school teachers and preschool teachers. Empirical research of transversal type was performed on a random sample of 252 students from teacher training faculties in Serbia, at the end of the academic year 2012/2013. Based on Rokeach’s list of values, empirical research of transversal type was performed, with the main task of determining the terminal values (desirable states, pursued objectives) and instrumental values (idealized behaviors in order to achieve terminal values) of students. The ranking list, as the result of a quantitative and qualitative analysis of the collected data, shows that the students of the teacher training faculties are oriented toward: a) family safety, happiness, freedom, true friendship, inner harmony... (terminal values) and b) fairness, responsibility, capability...(instrumental values). The research shows a high degree of balance values of the students in the preference of terminal values, while in the instrumental values significant differences can be noticed, except for the first three items on the ranking list.Key words: instrumental values; Rokeach’s list; terminal values.---SažetakPutem teorijske znanstvene sinteze s više se aspekata razmatra fenomen vrijednosti i vrijednosnih orijentacija mladih. U okvirima takvog pristupa prezentiraju se i obrazlažu različite klasifikacije vrijednosti i vrijednosnih orijentacija mladih i traži najpovoljnija osnova za ispitivanje vrijednosti i vrijednosnih orijentacija studenata učiteljskih fakulteta, budućih učitelja i odgojitelja. Na slučajnom uzorku od 252 studenta učiteljskih fakulteta, na kraju školske 2013/14. godine, a na temelju Rokičeve liste vrijednosti, izvršeno je empirijsko istraživanje transferzalnog tipa, s osnovnim ciljem da se utvrde terminalne (poželjna stanja, ciljevi kojima se teži) i instrumentalne (idealizirani načini ponašanja kako bi se ostvarile terminalne vrijednosti) vrijednosti studenata. Rang-lista nastala kao rezultat kvantitativne i kvalitativne analize prikupljenih podataka pokazuje da su studenti učiteljskih fakulteta orijentirani na: a) obiteljsku sigurnost, sreću, slobodu, iskreno prijateljstvo, unutarnji sklad... (terminalne vrijednosti) i b) poštenje, odgovornost, sposobnost... (instrumentalne vrijednosti). Istraživanje pokazuje visok stupanj ujednačenosti studenata u preferenciji terminalnih vrijednosti, a kod instrumentalnih se vrijednosti, osim tri prve na ljestvici, uočavaju značajne razlike.Ključne riječi: instrumentalne vrijednosti; Rokeachova lista; terminalne vrijednosti.

The quality of initial education, the professional affirmation of beginners, extensive work experience, favourable professional climate, work motivation and continuous professional development are the prerequisites for successful work of today’s teachers. Initial teacher education is the main requirement for ensuring teacher’s professional competence in teaching, however, their professional self-actualization can only be achieved by means of continuous and lifelong development of professional competences, both through individual and institutional professional development. The paper discusses the formal, institutionalised professional development of teachers in the field of music pedagogy through content analysis of accredited programmes for professional development of teachers. Our aim is to analyze the scope of music pedagogy content in accredited programmes for professional development of teachers and identify teacher participation in those programmes. In that regard, the subject of our study are accredited programmes represented in the catalogues of programmes for continuous professional development of teachers, preschool teachers and technical associates, issued by the Institute for the Improvement of Education, as well as in the Professional Development Database of the Centre for Professional Development of Education Professionals. The research is based on the implementation of a descriptive method. The sample comprises 9 official catalogues, published between 2006 and 2018. Research results show that in this period, the total selection of teacher education programmes gradually increased, but the inclusion and participation of teachers in the programmes dedicated to professional development in the field of music pedagogy has been limited.

Стручно усавршавање, део професионалног развоја наставника, много доприноси потврђивању и проширивању њихових компетенција које су им потребне у раду. Компетенције учитеља у области музичке културе морају током радног века да се одржавају и унапређују кроз индивидуално и институционално стручно усавршавање. Рад се бави питањем индивидуалног усавршавања учитеља у области музичке културе кроз разматрање значаја овог вида усавршавања за одржавање и развој компетенција. Циљ и задаци истраживања односе се на питање колико се учитељи индивидуално усавршавају и које видове практикују. Анкетом је обухваћено 411 учитеља централне Србије. Резултати истраживања показују да трећина испитаника уопште не практикује индивидуално усавршавање. Испитаници који се усавршавају то чине кроз консултације са колегама и кроз одржавање вештина свирања.

ABSTRACT. The theoretical part of this paper analyzes the issue of professional development of university teachers in the context of lifelong learning, points out the character of currently used methods of evaluation of their scientific research, as well as the importance and effects of legislation that deals with quantitative methods for the evaluation of scientific research conducted by university teachers and associates.The methodological framework of the research is based on the research goal focused on examining opinions of teachers and associates at teacher training faculties about the contribution of quantitative evaluation methods of scientific research conducted to the quality of professional development and scientific research of teachers and associates at teacher training faculties with respect to a) belonging to the university where they are employed, b) experience, c) gained scientific degree, d) the number of papers published on the SCI list.

In the last few decades, a large portion of scientific literature has been dedicated to the questions of realization of teaching and its improvement. However, one question remains in the background - folk pedagogies and their influence on teaching. The main objective of this paper is to help us get acquainted with this phenomenon that exists in the teaching practice, its significance and pedagogical implications. In the first part of the paper, we deal with definitions of folk pedagogies and related concepts and their mutual relationship, in order to analyze the similarities and differences in the meaning of the concepts in use. Starting from important determinants of teachers' folk pedagogies, we will attempt to reassess some of the proposed methods and ways to raise consciousness about teachers' folk pedagogies, methods to analyze and change them. Based on the existing knowledge on teachers' folk pedagogies, we will try to point out their significance and implications they have on education practice. Starting from the existing findings about folk pedagogies, we have separated three important implications for educational practice: a) teachers should be viewed as creators of their own coherent theories about learning and teaching; b) changing and improving one's teaching practice is a result of the teacher's willingness to reflect on his or her own folk pedagogies; and c) teachers' folk pedagogies should be seen as the starting point for teacher professional development programs.