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The paper examines the need, significance, and methods of professional development for teachers to utilize innovative teaching systems when teaching about nature and society. These systems are equally applicable in teaching other subjects in the lower grades of elementary school and in subject-specific lessons in elementary and high school. The goal of the research is to identify teachers' assessments of their professional development for the realization of teaching about nature and society based on innovative educational systems of learning and teaching. It started from the general assumption that teachers are differently familiar with innovative educational systems of learning and teaching, and therefore do not apply them equally in teaching about nature and society at the level of initial education. It was also based on special assumptions that teachers' familiarity with innovative teaching and learning systems is significantly influenced by their academic education, and that the ways of their professional development are significantly influenced by the level of academic education and teaching experience. In order to determine this, in the December 2023, the research was conducted on a sample of 107 teachers employed in primary schools in the Zlatibor district (Serbia). The data collected have confirmed all research hypotheses. It is concluded that innovative educational systems of learning and teaching are significant in the implementation of teaching about nature and society at the level of initial education, but these are also present among teachers with less than 10 years of experience as well as those with over 30 years of practical experience. To empower teachers in utilizing innovative teaching systems, it is proposed to implement a different professional development approach, which involves a different initial education where they would acquire fundamental knowledge for the use of innovative teaching systems and classroom instruction. Subsequently, they w, U radu se proučava potreba, značaj i načini profesionalnog usavršavanja učitelja za upotrebu inovativnih nastavnih sustava u nastavi o prirodi i društvu koji su podjednako primjenjivi i u drugim predmetima u osnovnoj i srednjoj školi. Cilj istraživanja je utvrditi procjene učitelja o svom stručnom usavršavanju za realizaciju nastave prema novim sustavima. Pošlo se od opće pretpostavke da su učitelji različito upoznati s inovativnim nastavnim sustavima pa ih stoga ne primjenjuju jednako u nastavi o prirodi i društvu na razini inicijalnog obrazovanja, te posebnih pretpostavki da je upoznatost učitelja s inovativnim nastavnim sustavima pod značajnim utjecajem akademskog obrazovanja te da stupanj akademskog obrazovanja i nastavno iskustvo značajno utječu na njihov profesionalni razvoj. Kako bi se to utvrdilo, u prosincu 2023. godine na uzorku od 107 učitelja zaposlenih u osnovnim školama zlatiborskog okruga (Republika Srbija) provedeno je istraživanje prikazano u ovom radu. Prikupljeni podaci potvrdili su sve istraživačke hipoteze. Zaključeno je da su inovativni nastavni sustavi učenja i poučavanja značajni u realizaciji nastave o prirodi i društvu na razini inicijalnog obrazovanja, ali da su prisutni u provođenju kod učitelja do 10 godina i s više od 30 godina rada u praksi. Kako bi učitelji osnažili svoje kompetencije za upotrebu inovativnih nastavnih sustava, predlaže se drugačiji profesionalni razvoj koji podrazumijeva drugačije inicijalno obrazovanje tijekom kojeg bi budući učitelji stekli temeljna znanja za upotrebu inovativnih nastavnih sustava u realizaciji razredne nastave, kao i kasnije stručno usavršavanje koje podrazumijeva pohađanje edukacija o inovativnim sustavima nastave.