<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jelena Ž. Maksimović</style></author><author><style face="normal" font="default" size="100%">Jelena S. Osmanović</style></author><author><style face="normal" font="default" size="100%">Anastasija S. Mamutović</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERSPECTIVES OF STEM EDUCATION REGARDING SERBIAN SECONDARY SCHOOL STUDENTS’ MOTIVATION FOR CAREER CHOICE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic studies</style></keyword><keyword><style  face="normal" font="default" size="100%">professional interests</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1606572920.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The research was motivated by the necessity to examine the perspectives of STEM professions in Serbia. The aim of this research was to study students’ motives for career choices and their attitudes towards STEM sciences. The empirical scientific approach was applied, i.e. the quantitative and qualitative research method. The most frequently chosen undergraduate majors, the motives that determined that choice and the professional interests were examined by the interviewing technique in the first phase and the scaling and survey techniques in the second phase of the research. The participation in the research was voluntary and comprised of Serbian secondary school students. The research ascertained that a poor state of the national economy determined the students’ decision to be trained for “jobs of the future” rather than attend the desired studies. The professions in the IT sector, engineering and sciences proved to be the most profitable ones. These results proved a growing popularity of STEM professions among the Serbian students, but they also implied the prospective necessity to promote mathematics and engineering within the education system considering the present insufficient interest in these academic studies. Regarding the fact that this type of scientific research is still rarely conducted by Serbian experts in the relevant field, this research contributes to a more comprehensive review of the STEM education.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">989-1007</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ya-Ling Wu</style></author><author><style face="normal" font="default" size="100%">Cheng-Wu Chen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXAMINING THE MICROPOLITICAL LITERACY OF SCIENCE INTERN TEACHERS IN TAIWAN</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">micropolitical literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">professional interests</style></keyword><keyword><style  face="normal" font="default" size="100%">science intern teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425809091.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Micropolitical learning constitutes an essential part of the professional development of prospective science teachers. Drawing on interviews, this study applied categories of professional interests as a framework for investigating Taiwanese secondary science intern teachers’ experiences of the micropolitical realities in schools and the meanings that the science interns construct for micropolitical experiences. The professional interests consist of material, organizational, social-professional, cultural-ideological, and self-interests (Kelchtermans &amp; Ballet, 2002a). This study identified the career development interests of science interns beyond the five pre-defined subcategories. To cope with their vulnerability due to the lack of positional authority and role ambiguity in the practicum sites, the pursuit of social-professional interests was the most important. Proactively fitting into the prearranged school environments was the most prevalent micropolitical strategy for the interns because of their lack of professional autonomy and their supervisors’ expectations. However, the efforts of a small number of science interns in challenging the school practices were noteworthy.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">440-451 </style></section></record></records></xml>