The theoretical framework of the study is represented by two concepts: intergenerational learning and professional development. Quantitative research conducted in 2021 on a sample of 108 preschool teachers of preschool institutions in the Banja Luka region (Bosnia and Herzegovina, Republic of Srpska) aimed to examine the perspective of preschool taechers on the factors of intergenerational learning important for their own professional development. Using factor analysis (Principal component analysis, PCA), three factors of intergenerational learning were singled out from the perspective of preschool teachers, and they are: professional cooperation and personal growth; inclusion of the elderly in educational work and humanities education; prejudices and stereotypes. The findings indicate that preschool teachers strongly recognize intergenerational learning in the context of personal growth, work and career, but also notice the humane and inclusive nature of intergenerational cooperation, while not prone to intergenerational stereotypes and prejudices against colleagues from other generations, and that encouraging professional cooperation, and the promotion and support of the inclusion of the elderly can contribute to the reduction of intergenerational conflicts and prejudices.

The study explores intergenerational learning and cooperation in kindergarten. Given the importance of intergenerational learning in education and recognizing that intergenerational learning in kindergarten takes place in many and different interactions between different participants (preschool teachers, children, parents, grandparents, etc.), the perspective of preschool teachers on intergenerational learning was studied. The aim was to explore the perspective of preschool teachers on the factors of intergenerational learning and cooperation in kindergarten. A quantitative research paradigm that has cross-sectional design features was used. An online scaling technique was used to collect relevant data. Consistent with ethical considerations, data collection was voluntary and anonymous. Factor analysis identified three factors that indicate the perspective of Slovenian preschool teachers on intergenerational learning: challenges of intergenerational interaction, social (cohesion), professional and personal wellbeing and innovative intergenerational learning practices grouped into two polarized dimensions.   Keywords: intergenerational learning, innovative practices, intergenerational interaction, social cohesion, preschool teachers.

An exploratory study is part of a project of a quantitative nature conducted in 2021 on a sample of 105 preschool teachers of preschool institutions in the Banja Luka region, Bosnia and Herzegovina. Its goal was to examine whether elementary knowledge and sociodemographic variables of preschool teachers (work experience and year of completion of formal education) play a role in the prediction of intergenerational learning in a kindergarten context. The theoretical framework of the study is the concept of both intergenerational learning and professional development. Using multiple regression analysis, preschool teachers’ elementary knowledge was singled out as a predictor of intergenerational learning in kindergarten. The predominance of elementary knowledge about intergenerational learning for its implementation in relation to other variables that do not carry individual action, confirms the importance of a constructivist approach in pedagogical work and indicates that the active construction of individual knowledge through various types of education is crucial. The findings of the study indicate the need for more emphasis on the design and implementation of education on intergenerational learning through formal, non-formal education and informal learning in order to acquaint preschool teachers with this concept and ways of its implementation in everyday life and work through various programs and projects.

Татјана МихајловићФилозофски факултет, Универзитет у Бањој Луци, Босна и Херцеговина Критичко мишљење као идеал универзитетске наставе посебан значај има у образовању будућих наставника од којих очекујемо да као критички мислиоци уче друге да критички мисле. Критичко мишљење је комплексан и вишедимензионалан појам који обухвата широк опсег способности и диспозиција. Из различитих схватања самог појма произилазе и приступи образовању за критичко мишљење. Између аутора најчешће се води се расправа о три приступа: у оквиру посебног модула само за развој општих способности критичког мишљења, у оквиру наставних предмета и комбинацијом ова два приступа. Примјеном скале Ликертовог типа на узорку 539 студената педагошких и наставничких смјерова Универзитета у Бањој Луци испитани су ставови о начинима подстицања критичког мишљења у настави. Факторском анализом издвојена су четири начина подстицања критичког мишљења у универзитетској настави: смислено учење, подстицајна питања, истраживачке наставне стратегије и подстицајно вјежбање. Према ставовима студената, критичко мишљење се у највећој мјери подстиче смисленим учењем у настави, док су најмање изражене истраживачке наставне стратегије. Идентификоване су и разлике с обзиром на студијски програм и годину студија. Истраживачки налази указују на то да постоји потреба да се у настави осмишљавају и нови модели подстицања критичког мишљења водећи рачуна о различитим студијским програмима, годинама студија и потребама будућег професионалног ангажовања студената. критичко мишљење, универзитетска настава, студенти. УводКритичко мишљење представља једну од кључних претпоставки квалитетног и ефикасног високог образовања. Без развијања и подстицања критичности студената није могуће њихово успјешно сналажење како у изучавању садржаја студија тако 1 dragan.partalo@ff.unibl.org Апстракт Кључне речи:Critical thinking as an ideal of higher education is particularly important in the education of prospective teachers, who are expected to be critical thinkers capable of teaching others to think critically. Critical thinking is a complex and multidimensional concept encompassing a broad range of abilities and dispositions. Different approaches to critical thinking instruction are rooted in different understandings of the concept. Authors tend to debate the relative merits of three approaches: a separate module aimed at developing general critical thinking abilities, critical thinking instruction integrated into existing courses, or a combination of the two. A Likert-type scale was used to elicit the attitudes to the promotion of critical thinking in education of a sample of 539 pedagogy and education students of the University of Banja Luka. Factor analysis identified four ways of stimulating critical thinking in higher education: meaningful learning, thought-provoking questions, exploratory teaching and learning strategies, and stimulating practice. The results indicate that most students believe critical thinking is best promoted through meaningful learning in the classroom, while explora...

Professional training is part of the professional development and lifelong learning process of an individual. The teacher in the classroom has very complex tasks and great responsibility in the upbringing and education of future generations in every society, and lifelong professional development is especially important. Therefore, the research aims to determine the level of teachers' self-assessment of professional development for teaching music culture, ie in the field of music theory and pedagogy. A sample of 365 teachers from the territory of Bosnia and Herzegovina used the Likert-type scale, within which the respondents expressed their assessments of the forms, areas, and reasons for professional development for teaching music culture. The research results indicate that teachers highly prefer various forms of professional development. They express the need for professional development in the fields of playing and creativity, and the most pronounced reasons for professional development are the need to maintain musical competencies that are lost over time. Based on the research findings, the authors give recommendations regarding possible directions and ways of professional development of teachers in the field of music theory and pedagogy, ie. for teaching music culture.