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The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0), but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue - different levels of education at which teachers acquire teaching competences for the same teacher profile.

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The subject of this article is the ideological basis on which the study of the history of pedagogy in Serbia in the 19th century was based. The aim of the paper was to analyze the scientific and socio-ideological starting points in the conception of the history of pedagogy in Serbia. As a teaching discipline, the history of pedagogy in the research period was placed within the framework of professional education of primary school teachers and pedagogues. Therefore, the goals and tasks of the history of pedagogy were adjusted not only to the achievements of this scientific discipline in Europe at the time, but also to the projected goal of the overall education in Serbia. Textbooks on the history of pedagogy published in this period (until 1902) represent the basic source for the anal?ysis of the ideological foundations on which teaching in the field of the history of education was based. This analysis shows that the history of pedagogy was understood as a suitable means of harmonizing the spread of Christian principles with a ?rational educational approach?, so that over time there was an increasingly professional reflection on the possibilities of using educational theories in pedagogical practice. At the same time, there was a growing awareness of the influence of general cultural history on the development of pedagogical theories, as well as the importance of the national pedagogical heritage.

У овом рау се комараивно-исоријским меоом реисиује развој еаоије као акаемске исцилине у Србији. Циљ је био не само а се орее кључне еае и еерминане о развоја, већ и њеов конекс, е а се на ај начин онуи основа за размарање савремених и буућих ерсекива еаошке науке у нас. Обраа еаа развоја еаоије на универзиеу, ре свеа на Филозофском факулеу у Беорау, и о: консиуисања акаемске исцилине, научноисраживачке оријенација између ва свеска раа, социјалисичко ериоа и саашње сања, невосмислена је оказалa а је евроски конекс бино обележио еаошку науку у нас. Он је омоућио како развој нових еаошких рофесија (а име и нових акаемских субисцилина), ако и афирмисање улое еаоа исраживача. Параоксално, у времену олиичко инерисања у евроску зајеницу ржава, ураво су евроски корени наше националне еаошке школе,најмање рисуни у салном роцесу научно и сручно самореисиивања. Прилика а се ово ауенично евроско искусво наше еаоије реафирмише јесе 125-оишњица Каере за еаоију на Филозофском факулеу у Беорау. еаошка каера у Србији, евроски конекс развоја еаошке науке у Србији.