Building professional identities of student teachers at the beginning of their vocational education and professional training provides opportunities to explore diversity of practice and provide external support. In the available literature, there is only a small number of studies that explore the professional identity of pre-service and student teachers. The main problem of this research is to examine self-reported attitudes toward student teachers' professional identity dimensions. The second aim of the presented study was examining the reliability and concurrent validity of the Student Teachers Professional Identity Scale (Fisherman & Abbot, 1998), which was used for the first time in Serbia. The initial sample of respondents consisted of 158 students from the Faculty of Pedagogical Sciences. Results indicate that university students perceive teaching roles more as a specific job and not as a profession. They are goal-directed towards their job as teachers and perceive their practice as a part of their studies and not as a result of their professional identity development as teachers. The mentioned scale (for one-factor solution with the satisfactory criterion of confirmatory factor analysis) obtained very good reliability (α = .935) and concurrent validity indicators and values. Researching professional identity at early career stages can help educators to emphasize the multidimensionality and complexity of the teaching profession.

уводСарадничко понашање (сарадња) је облик интеракције ученика у групи који се међусобно подржавају у активностима које изводе, олакшавајући остваривање појединачних циљева и обједињујући напоре у остваривању заједничких циљева (Havelka, 1980). Сарадничко понашање представља део социјалних компетенција (Goleman, 1998) или интерперсоналних способности (Gardner, 1983) и посебно је значајно за групни рад, социјалне односе и стваралаштво. Савремено друштво пред школу поставља различите захтеве који се, између осталог, огледају и у развијању кључних компетенција које појединац треба да поседује да би се укључио у свет рада. Једна од најзначајнијих компетенција је -способност и спремност да се ради у 1

In this paper are explained the theoretical methodological basis of project model in science teaching, in the light of constructivist understanding of learning processed teaching. Author, by using the method of theoretic analysis and modeling, brought up the interpretation of the key characteristics of this model, based on a constructivist approach: active student's involving - providing surrounding and situations I which students will actively create their knowledge, applying knowledge - complexed process which includes using and developing existing knowledge, using different sources of knowing, projecting and concluding the researches, applying knowledge in new situations, reflection and improving theirs own environment, different forms for presenting the results, learning community - social context of learning as co-construction of knowledge and authentic tasks - problem based questions which are relevant to students and are connected to life outside the school. In this paper is concluded that respecting of constructivist standpoint presents essential condition for adequate implementation of project model in teaching science. Disrespecting of this condition may lead to routine organization and realization, similar to traditional teaching model.

In this research we explored the effects of using the flipped classroom model on the quality of students' knowledge about the issues related to the living nature. The applied model implied that the position and role of homework and schoolwork were switched and the multimedia resources were used to a great extent. The research was conducted using a quasi-experiment with parallel groups. The sample of teaching content comprised the segments of the teaching content for the school subject Science and Social Studies, while the sample of participants included 61 students of the third grade of elementary school (30 students respectively in control and experimental groups). In the experimental group, the selected content was taught using the flipped classroom model, whereas the frontal form of classroom interaction was used in the control group, with a minimal use of modern technology that was limited to Power Point presentations. Unlike the results of the initial test, which showed the uniformity of the groups in terms of the quality of the tested knowledge (reproduction, understanding, and practical application), on the final test of knowledge, the students of the experimental group demonstrated a significantly better achievement. They were more successful in solving tasks that required memorization of facts, critical reflection, solving problem situations, and practical application of knowledge in situations from everyday life. The conclusion of the research is that the application of the flipped classroom model in teaching the content of the Science and Social Studies has a positive effect on increasing the quality of students' acquired knowledge.

Training students to independently explore and analyze natural and social phenomena and processes is one of the more important and demanding tasks of science and social studies teaching. In order to successfully accomplish this formulated task, it is necessary for students to acquire the appropriate level of procedural knowledge, i.e. to know how to plan and conduct a research. Starting from the fact that the project work in the current reform of education in Serbia has become a mandatory teaching activity, the paper presents the results of an experimental research aimed at determining the efficiency of the project-based learning model in science and social studies in the process of acquiring procedural knowledge of students. The research was carried out on a sample of 72 students of the experimental group (three classes where the contents of the science and social studies was delivered according to the project-based learning model) and 70 students of the control group (three classes where the same contents was delivered through the usual group tasks) of the fourth grade of primary