The subject of this empirical study is the study of the assessment/ opinion of teachers on the need to modernize the curriculum in the specialty “The theory and methodology of primary education”. As a starting point, a hypothesis is chosen that indicates the need for more detailed development of problems related to the structure of higher pedagogical education, in particular, with the content of curriculums on the profile of a primary school teacher. Thus, at present, the task of modernizing the structure and content of the curricula of the academic disciplines in terms of the theory and methodology of primary education is topical. We also suggested that in the process of research a statistically significant difference in the teachers' assessments / opinions will be determined about the need to modernize the content of the curriculum work programs according to the profile “The theory and methodology of primary education”, depending on the level of their professional competence and the central/ peripheral location of the primary school, in which the questioned works as a teacher. To verify the reliability of theoretical hypotheses in December 2016, a sample survey was conducted among 103 respondents – teachers of primary classes in Nis Region (Republic of Serbia). The data obtained in the course of the study are summarized in the PU-PMSPRN scale (a = 0.762) and statistically processed using the statistical package of the H-Kruskel-Wallis criterion and subsequent comparison with the calculated median. The results of the research showed the existence of a statistically significant difference in the teachers' assessments/ opinions about the need to modernize the content of the curriculum work programs by the profile of the theory and methodology of primary education, depending on the level of their professional competence: c² (2, n = 103) = 6.140, p = 0.046, and from the central/ peripheral location of the primary school in which the respondent teaches: c² (1, n = 103) = 0.498, p = 0.480 (Table 4).
The subject of this empirical study is the study of the assessment/ opinion of teachers on the need to modernize the curriculum in the specialty “The theory and methodology of primary education”. As a starting point, a hypothesis is chosen that indicates the need for more detailed development of problems related to the structure of higher pedagogical education, in particular, with the content of curriculums on the profile of a primary school teacher. Thus, at present, the task of modernizing the structure and content of the curricula of the academic disciplines in terms of the theory and methodology of primary education is topical. We also suggested that in the process of research a statistically significant difference in the teachers' assessments / opinions will be determined about the need to modernize the content of the curriculum work programs according to the profile “The theory and methodology of primary education”, depending on the level of their professional competence and the central/ peripheral location of the primary school, in which the questioned works as a teacher. To verify the reliability of theoretical hypotheses in December 2016, a sample survey was conducted among 103 respondents – teachers of primary classes in Nis Region (Republic of Serbia). The data obtained in the course of the study are summarized in the PU-PMSPRN scale (a = 0.762) and statistically processed using the statistical package of the H-Kruskel-Wallis criterion and subsequent comparison with the calculated median. The results of the research showed the existence of a statistically significant difference in the teachers' assessments/ opinions about the need to modernize the content of the curriculum work programs by the profile of the theory and methodology of primary education, depending on the level of their professional competence: c² (2, n = 103) = 6.140, p = 0.046, and from the central/ peripheral location of the primary school in which the respondent teaches: c² (1, n = 103) = 0.498, p = 0.480 (Table 4).