Potreba za pripremom budućih učitelja za obrazovnu inkluziju romskih učenika

Abstract

Cilj ovoga rada jeste da se ukaže na značaj stavova prema učenicima romske nacionalne manjine sa kojim studenti budući učitelji ulaze u inicijalno profesionalno obrazovanje, a u kontekstu inkluzivnog obrazovanja definisanog kao kvalitetno obrazovanje za sve. Dat je pregled nalaza jednog broja istraživanja stavova studenata budućih učitelja, sa posebnim akcentom na podatke dobijene u istraživanju stavova studenata prve godine pedagoških fakulteta u Srbiji i Sloveniji, realizovanog 2009­2013. godine, koje je pokazalo da jedan broj anketiranih studenata ulazi u profesionalno obrazovanje sa predrasudama o uzrocima školskog neuspeha romskih učenika, socijalnom distancom prema romskim porodicama i neprihvatanjem pune odgovornosti za inkluziju romskih učenika. Implikacije nalaza ovog i drugih istraživanja ukazuju na potrebu temeljnije pripreme budućih učitelja za rad sa decom koja dolaze iz marginalizovanih i sociokulturno depriviranih sredina. Unapređivanju postojećeg stanja mogu da doprinesu izmene i dopune programa inicijalnog obrazovanja učitelja u domenu sticanja kompetencija za inkluzivno obrazovanje. Jedna od mogućnosti efikasne pripreme studenata za obrazovnu inkluziju romskih učenika odnosi se način realizacije profesionale prakse i kros-kurikularnu raspoređenost sadržaja o inkluzivnom obrazovanju.

The aim of this paper is to highlight the importance of attitudes towards Roma pupils with whom students, future teachers, enter into initial professional education, and in the context of inclusive education defined as a quality education for all. An overview of the findings of a number of students future teachers' attitudes is given here, with special emphasis on the data obtained in the study of attitudes of first year students of pedagogical faculties in Serbia and Slovenia, implemented from 2009 to 2013. year, which showed that a number of the surveyed students was entering the professional education with prejudice about the causes of school failure of Roma pupils, a social distance towards the Roma families and with not accepting a full responsibility for the inclusion of Roma pupils. The implications of the findings of this and other research suggest a need for thorough preparation of future teachers to work with children who come from disadvantaged socio-cultural and deprived communities. Changes and additions to the program of initial teacher education in the field of competencies for inclusive education, may contribute to the improvement of the existing conditions. One of the possibilities for effective preparation of students for educational inclusion of Roma pupils refers to the way of realization of professional practice and cross-curricular content on inclusive education distribution.