Teaching methodology is a key segment in the initial education of future teachers. It is a science that studies legality in the field of teaching and learning, but in a specific, clearly defined field of activity. That is, it is a science that explores what to learn, how to learn and teach, as well as how and with what support certain teaching contents are learned. Future teachers, during their initial education, in parallel with the professional knowledge from selected subjects of study, acquire knowledge, develop skills and attitudes on how to teach this subject of study and how future generations will acquire, adopt, form knowledge and skills through their own activity. The aim of this paper is to determine the representation of teaching methodology with school practice in study programs for the education pre-service science teachers. Based on the aim, a qualitative research was conducted, in which the legal provisions regulating the teaching processes at the University of Sarajevo were primarily analysed, with an emphasis on the pedagogical-psychological and didactic methodological group of subjects in the study programs for education of pre-service science teachers at the University of Sarajevo. The total of 11 teacher education programs for education of pre-service science teachers at the Faculty of Science, University of Sarajevo, were analyzed. The analysis and description of official study programs that prepare future science teachers showed an unequal treatment of teaching methodology practices in the study programs of this higher education institution. We identified different approaches in creating goals and outcomes for teaching content from teaching methodology, unequal number of ECTS credits for this segment of initial education, and also the specifics of certain teaching methodology in study programs have been recognized. The results and recommendations can offer ideas for reflection that will improve the initial education for education of pre-service science teachers. The results of the research also emphasize the responsibility of university teachers in the process of creating curricula with an emphasis on pedagogical-psychological and didactic-methodological area.

Due to its comprehensiveness and extreme complexity, the phenomenon of creativity has always attracted the attention of researchers, but only with the rapid development of science, technique, and technology, more intensive studies of this phenomenon began in the early 1990s. The importance of creativity is pointed out by numerous theorists, emphasizing the importance of this phenomenon on an individual, social and global level. Creativity plays a major role in creating individual meaningful works that contribute to wider social progress. The rapid progress of science and technology requires new and unusual reactions, and consequently, modern society is looking for young inspiring, talented, inspired, creative and innovative people who will be able to respond to the challenges they face every day. Education plays a key role in preparing them for life in modern society, but critics of modern education question the role of the school in encouraging and developing creativity. On the one hand, the school is an institution that cultivates creativity and creative activities, but on the other hand, as many say, the school kills and suffocates everything that young people would have and could show. This paper discusses the concept of creativity, as well as the role of education, school, and teachers in encouraging and awakening creativity in young people. The analysis of relevant and recent pedagogical literature seeks to answer the question of whether and in what way the school is limiting the development of creativity, what are the obstacles and blockers of creativity in school, and how to eliminate them.

For the deeper and more complete understanding of the results of a pupil's success is very important to studing and deeper understanding of the context in which pupils learns or of the various conditions that form an integral part of these contexts in school and family. If we want to understand an individual's development, we must understand the interactions between the individual and his or her present and past environment. In his theory of ecological systems, Bronfenbrenner (1994) calls this transactional relationship as “development in context”. In order to understand the context in which our pupils are developing, an empirical study was conducted and the sample consisted of 196 seventh and eighth grade pupils from four elementary schools in Canton Sarajevo, 121 parents of the surveyed pupils and 64 subject teachers. The aim of the research is to identify the most significant predictors of adolescents' academic achievements by theoretical analysis of the relevant pedagogical literature, also by results of a survey conducted on a sample of respondents and to try to assess their importance in enabling young people to cope with societal challenges. The results of the research show that high quality teacher-pupil relationships,family-school partnerships, and a high level of learning motivation are very important predictors for learning and progress of pupils.