The components of ecological li teracy comprise knowledge, attitudes, affect, behavior, and environmental activism. The goal of this paper is to establish whether environmental activism can be predicted on the basis of environmental knowledge, proenvironmental attitudes, affect, and behavior. In addition to this, the goal of the research is to examine to what extent individuals of different activism levels differ in terms of knowledge of basic environmental problems, expression of the attitude of ecological apathy, anthropocentrism, belonging to nature and connection with nature, as well as usual practices of pro-environmental behavior. By surveying a sample of adult respondents from Serbia who belong to a group devoted to an environmental problem (N=255), we have discovered that general environmental knowledge alone does not contribute to pro-environmental behaviors or environmental activism. The predictors of activism are pro-environmental attitudes, an affective attitude towards nature, and common pro-environmental behaviors, even though they help distinguish a group of barely active members from two groups of more active members, but they do not help distinguish those who are active in a virtual space from those who participate personally. The groups are further distinguished by other variables, such as the locus of control, values, and the phenomenon of quasi-activism. The established connection between knowledge and emotional affinity towards nature seems to represent a reciprocal relationship, and indicates that the right way to learn is to acquire knowledge, but while developing a love for nature.

The environmental issues that our country is faced with are numerous, while the consequences of environmental degradation affect the health and the quality of life of our citizens. In this context, the issue of environmental education and environmental literacy is gaining momentum. In the present pilot research we examined the possibility of applying an international instrument for determining the level of environmental literacy, the Middle School Environmental Literacy Survey (MSELS), on a population of students in the higher grades of elementary school in Serbia. This instrument measures the environmental literacy using four components: environmental knolwedge, environmental affect, cognitive skills, and environmental behavior, together with corresponding sub-components. The content of the instrument was analyzed in the context of Biology and Civic education curricula as well as educational standards for the end of compulsory education for the subject Biology. Survey method was used in the research, while the data were analyzed using descriptive statistics. The data were collected on a sample of the seventh-grade elementary school students (N=111) from the territory of Belgrade. In addition, five group interviews were conducted with the students to check the clarity of the content of the instrument. The researchers established that the implementation of this instrument is adequate on several grounds: 1) the instrument is well-grounded in theory; 2) the instrument is based on a comprehensive approach to environmental literacy measurement; 3) the instrument is adequate in terms of the teaching and learning program in our education system and 4) the instrument has solid metric features. An overall reliability of the instrument is ,87. The respondents had the highest score in the component of affective attitudes towards environment, relative to other measured components, as well as relative to two countries used for comparing the results (USA, Greece). The lowest score was identified on the scale of the basic environmental knowledge, and the conclusion is that students did not fully master the knowledge envisaged in the educational standards for Biology lessons. The main disadvantage of the instrument is the time required for filling it out due to the amount of the content.

To understand an individual?s behavior, attitudes, and decisions, it is necessary to learn his/her value priorities. In order to explore the structure and hierarchy of values of future preschool and class teachers we conducted a survey (N = 232). It relies on the famous Schwartz value theory in its refined version, applying his PVQ-57 (Portrait Value Questionnaire). The analysis encompassed reliability analysis, goodness of fit, multidimensional scaling, mean rating and ranking, and t-test. The obtained data fits the theoretical model well, and the location of empirical value types can be predicted by the proposed circumplex, except for universalism and benevolence values, which are located in reverse. Several values adjacent in the model appear combined in the data. The value hierarchy starts with Benevolence (Care and Dependability), Self-direction?Action, Security?Personal, Universalism?Concern, and finishes with Humility, Power?Resources and Dominance. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 47008: Improving the quality and accessibility of education in modernization processes in Serbia and Grant no. 179034 From encouraging initiative, cooperation and creativity in education to new roles and identities in society]

Институт за педагошка истраживања, Београд, Србија Селена Врачар Докторанд на Одељењу за психологију Филозофског факултета, Београд, Србија Апстракт. Зашто наставници у Србији бирају ову професију? Нема налаза о мотивацији наставника за избор занимања након новоуспостављених промена у образовању наставника у Србији. Аутори разматрају мотивацију међу (будућим) наставницима разредне и предметне наставе (N=132) користећи широко примењиван инструмент са солидним психометријским карактеристикама -FIT-Choice (Factors Influencing Teaching Choice -чиниоци који утичу на избор посла наставника) упитник, који садржи додатни фактор -предмет. Наставници перципирају као најутицајније следеће факторе: предмет, интринзичка вредност, вредност друштвене користи, опажање поседовања потребних способности и претходна искуства учења и подучавања. Након њих следе фактори сигурност коју посао обезбеђује и време за породицу, оба високо вреднована. Фактори преносивост посла и социјални утицај имају вредности изнад средње вредности скале, док је резервна опција процењена као неважна. Добијена хијерархија фактора избора каријере је у складу са хијерархијама које су раније добијене у земљама Западне Европе применом FIT-Choice скале. У поређењу са ранијим налазима добијеним у Србији, резервна опција као мотив је изгубила на значају. Ослањајући се на резултате истраживања која испитују повезаност мотивације за избор каријере наставника и карактеристика каријере, очекивано је да ће будући наставници бити посвећенији, агилнији у свом * Напомена. Чланак представља резултат рада на пројектима Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву (бр. 179034) и Унапређивање квалитета и доступности образовања у процесима модернизације Србије (бр. 47008), чију реализацију финансира Министарство за просвету и науку Републике Србије

Given the importance of teachers' work and effectiveness, the authors have chosen to study how the teachers' education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed their job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation * Note. The work was funded by Ministry of Education, Science and Technological Development, through the projects Improving the quality and accessibility of education in modernization processes in Serbia and From encouraging initiative, ooperation and creativity in education to new roles and identities in society (project no 47008 and 179034). Translated by Duška Tomanović.