SAMOPROCENA KUSTOSA PEDAGOGA O KVALITETU EDUKATIVNIH AKTIVNOSTI U UMETNIČKIM MUZEJIMA NAMENJENIM DECI OSNOVNOŠKOLSKOG UZRASTA

Serbia Museum practice shifts from a conservatorial to a more public-oriented role for recognizing museum capacity in education. Learning in an art museum is distinct from formal education, being self-directed and self-determined, with outcomes ranging from expanding knowledge to forming identity. Thus, it is crucial to consider curator-educators, the third link in the chain alongside teachers and students, in museums offering educational programs for primary school age. Serbian literature lacks research focusing on their attitudes toward museum learning. Their engagement is often a peripheral part of studies, either studying teacher actions and student perceptions or mentioning them as collaborative enthusiasts. This study aims to examine the attitudes of curators-educators toward the importance and quality of museum education, along with their self-assessment of work experience. The study uses surveys and scaling with a sample of 20 curator-educators from art museums in Belgrade. The results show their awareness of the importance of informal education and ways to improve cooperation with educational institutions through timely activity planning and a detailed understanding of school curricula. Valuable professional attitudes can enhance current practices.