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.

The focus of the present paper is on the importance and significance of interculturality in teacher education. The paper analyzes the intercultural content of the curricula to develop the intercultural competencies of future teachers in Serbia and Bosnia and Herzegovina. The sample analyzed was the curricula of the universities of these two countries for the academic year 2018-2019. The analysis of the chosen documents examined the areas of teaching, content, as well as other elements that represent possible opportunities for developing the intercultural competencies of the students. The analyzed curricula do not offer an insight into the results of the teaching practice, which is one of the limitations of this study.  The findings on the poor ratio of intercultural elements in the curricula and the need for their revision, as well a necessity of introducing systematic intercultural education to teacher colleges and universities of education are a valuable contribution. Competent teachers will create a positive environment for proper intercultural communication and develop the intercultural sensitivity of their students thus promoting a culture of dialogue. The result obtained in the analysis can be an incentive to think thorough when creating curricula for educating teachers, both in initial and life-long learning so that they promote intercultural values.

Rapid social changes in the new age of modern schools require different approaches to curriculum andteaching strategies. The school is an educational institution that prepares students to participate in adiverse world. Intercultural education in the school builds awareness of its articulation of own identity,but also acceptance of the other and the development of intercultural sensitivity, awareness andcompetence.Interculturalism in teaching is based on the general principle of providing the child with an optimally supportive environment in which every child will feel safe, without exception. The contemporary teacher should be motivated by further advancing the educational process in which children will develop a senseof pluralism and fellowship, teaching them to respect and appreciate diversity. It is essential that teachers are trained to transfer the value of respect and mutual understanding otherand different. However, in order to teach other interculturalities, society needs intercultural teachers. Concept of Initial education need to encompass this segment, as it would not be expected of the teacherto respond to social challenges without proper preparation. The aim of this research is to examine the role of initial education in building the intercultural dimensionof the contemporary teacher’s identity. By analyzing the Curriculum and the program at the Faculty ofEducational sciences, we have gained insights into the content of the courses that cover interculturalaspects. Using interviews with university teachers at mentioned department we got results that there aremany more courses which consistent principles of intercultural teaching than those with explicitintercultural content.University teachers recognize the importance of intercultural education for future teachers, and striveto perceive intercultural content through their teaching, although they acknowledge it insufficiently. Theanswer to social challenges really needs to be the contemporary concept of a school that accepts andpromotes diversity in education, respecting the spectrum of identity of all participants in the educationalprocess. In the end, it is necessary to start from initial education, which builds a strong intercultural dimension of the identity of a contemporary future teacher. A contemporary teacher is required to implement intercultural principles in promoting intercultural values.