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In the conditions of complex geopolitical changes in the world, the issue of national narratives is an indispensable research topic in various scientific fields. Appreciating various systemic, complex, mutually conditioned approaches to development, in addition to the complexity of the concept of national identity, the representation, appearance character and development of the concept of Serbian national costume, which is observed as an indispensable example of the Serbian national habitus, was observed from the aspect of pedagogy. This paper discusses the following issues: the way Serbian national costume is presented in the textbooks of the first cycle of education, and whether it is a formal or essential approach to the construction of the comprehensive idea of national identity. The author's research attention is focused on 24 textbooks of Science and social studies and Music (three publishers) for the first four grades of primary school. The findings have shown that the Serbian national costume is insufficiently, unsystematically, formally, often incorrectly presented in the analyzed textbooks, at the representative level; visual representations dominate over textual description, questions, tasks and requests; the content dimensionality and development of the concept in terms of intensity and extent were not noticed; it has been shown that there is no horizontal and vertical systemic content correlation.

Many research instruments for measuring the degree of expression and components of national identity have been developed and tested, and one of the most commonly applied instruments in the context of former Yugoslav republics is the NAIT scale developed by Čorkalo and Kamenov. The aim of this study is to examine the degree of expression and structure of national identity among students by testing the multidimensional NAIT scale. This research is based on the assumptions of social identity theory developed by Tajfel and Turner, and starts from the existing psychological and sociological definitions of national identity and research on national identity. The students of the University of Kragujevac, the Faculty of Education, participated in the research (N=175). The research results indicate that the expression of national identity is higher with regard to the theoretical mean, and with regards to the results of some other research. The exploratory factor analysis singled out five components of students' national identity: 1) national affiliation; 2) national pride and sentiment; 3) relevance of the sense of national belonging; 4) nationalism; and 5) cosmopolitism. Based on the research results, we identified differences in the individual basic dimensions of students' national identity with regard to previous research.

Starting from the argument that foreign language teaching represents a suitable context for introducing national symbols of different countries, but also the learners' own country, the role of textbooks of English as a foreign language in development and empowering the national identity of students in lower primary school was examined. With regards to different conceptualisations the national identity was operationalised in 11 categories: religion, customs and tradition, national feelings, language, symbols and features, solidarity and togetherness, cultural heritage, important people, geography terms, family and general information. The research was performed through the method of theoretic analysis and the method of content analysis. The units of analysis are: a) sentences of basic text in textbooks, b) sentences of additional information content, and c) image content. The research included English language textbooks for lower primary school licensed in the Republic of Serbia (N=12). Research results indicated that textbooks generally do not contribute to forming and empowering of national identity of students in lower primary school, especially with regards to categories: national feelings, historic subjects, language, family, solidarity, and togetherness.

There are several segments significant for the sociology of education in the historical genesis of ideas, starting from the fact that education had power in the society until the review of the quality of education. It is possible to illustrate the genesis of updating the sociology of education in our professional and scientific periodicals on the analysis of the journal Sociološki pregled/Sociological Review. The authors whish to examine the representation of content from the field of education, as well as the character, extensity and intensity of content in Sociološki pregled/ Sociological Review from the first edition in 1938 until today. Research retrospective of scientific and professional papers (766 bibliographic references) shows that updating and interpretation of educational topics usually participates with construction of sociology as the course, the establishment and development of sociology of education, but also the ideological and political context and its influence on the educational system as a whole.

Research to date has shown that teacher teamwork results in higher motivation among students and higher quality knowledge, and also facilitates the sharing of professional experiences and stimulates teachers' creativity and their openness to change. Team forming and development depend on multiple factors, particularly on the individual and group traits of team members. This paper examines teachers' attitudes as an individual factor significant for their inclination for team teaching, and the aim of the study presented in the paper was to study teachers' attitudes to teamwork. The sample consisted of 240 teachers from fifteen elementary schools in Belgrade. Factor analysis has singled out three factors around which teachers' attitudes are grouped: a) teaching; b) team and individual development; and c) professional challenge. The study has shown that overall, teachers have a positive attitude to teamwork because it is conducive to a stimulating environment for work and learning, and also provides an opportunity for teachers' personal and professional development. Significant differences in the perception of teamwork have been noted among lower-grade teachers depending on their years of service and the extent to which they have been engaged in team teaching.

The theoretical part of this paper analyzes the issue of professional development of university teachers in the context of lifelong learning, points out the character of currently used methods of evaluation of their scientific research, as well as the importance and effects of legislation that deals with quantitative methods for the evaluation of scientific research conducted by university teachers and associates. The methodological framework of the research is based on the research goal focused on examining opinions of teachers and associates at teacher training faculties about the contribution of quantitative evaluation methods of scientific research conducted to the quality of professional development and scientific research of teachers and associates at teacher training faculties with respect to a) belonging to the university where they are employed, b) experience, c) gained scientific degree, d) the number of papers published on the SCI list. The overall objective of the research was realized through two research objectives: 1) to examine how teachers at teacher training faculties perceive the impact of quantitative methods for the evaluation of scientific research on the quality of their own scientific research; 2) to establish how teachers see the correlation between the quality of scientific research and normative acts of the university related to election and appointment to teaching positions; 3) to determine whether and to what extent existing quantitative evaluation methods affect the autonomy of researchers in terms of the choice of their research content and time dynamics. By implementing the descriptive method, Likert attitude scale, we examined and analyzed the attitudes of 97 teachers and associates at teacher training faculties in Užice, Belgrade, Vranje and Jagodina. Results show that, in the opinion of teachers and associates at teacher training faculties, quantitative evaluation methods do contribute to the quality of teaching and professional development of both teachers and associates, but not to a sufficient extent.

Ways of achieving individualization of the learning process are one of the most important issues of modern didactics. They represent a new approach to creating modern systems of teaching. There is a growing discussion about developmental teaching that can be characterized as a model of individualized teaching. This is the answer to the classical organization of teaching in a class-lecture system in which teaching content, teaching methods, learning styles and all other working conditions are the same for all students. Therefore, the creation of a modern Science & Social Studies textbook which should meet the requirements of modern teaching has a great social importance and requires joint efforts of theoreticians, researchers and practitioners. When the textbooks is well-designed, we can expect improved student activity in didactic and methodological sense, development of his individuality and creativity, as well as positive influence on his self-formation and self-actualization. Starting from the notion of individualization, the textbook as an assumed scenario of the learning and teaching process, the authors determine the goal of the research: to examine the presence of values of individualization in Science & Social Studies textbooks for the fourth grade of primary school. The research sample is deliberate and stratified: it consists of Science & Social Studies textbooks for the fourth grade of primary school, published by the Institute for Textbooks Publishing and Teaching Aids. 121 primary school teachers from the Zlatibor and Moravicki Districts participated in this research. Independent evaluators assessed the distribution of several categories that relate to the values of individualization: 1) content in two levels of difficulty - remedial content for students with poor performance and additional content for good students; 2) examples designed in three levels of difficulty - for students with the weakest performance, for average students and for exceptional students; 3) exercises in three levels of difficulty - for students with the weakest performance, for average students and for exceptional students; 4) various procedures for solving problem-based tasks where: there are several problem-based tasks and students need to choose one, students just need to solve problem-based tasks, students define and solve problem-based tasks on their own and students identify the problem, formulate and solve it. The Likert five-point scale of responses was used for the evaluation of primary school teachers' attitudes toward the present values of individualization in the sample textbooks. The data was processed with the use of SPSS 16.0 software package, and the hypotheses were tested by calculating the intelligence quotient and the chi square. The results of the evaluation of primary school teachers by independent evaluators show that the values of individualization are insufficiently present in Science & Social Studies textbooks, that teachers' qualifications and years of experience do not affect the results and that this problem needs a more significant scientific research and professional attention. The issue of modernizing existing Science & Social Studies textbooks is thus actualized. One of the possible solutions could be an electronic Science & Social Studies textbook which can offer better technical solutions than its classic equivalent and help individualize educational work.

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