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Preparedness of class and subject teachers for work with children with developmental difficulties

dc.creatorSpasenović, Vera
dc.creatorMatović, Nataša
dc.date.accessioned2021-10-12T12:04:08Z
dc.date.available2021-10-12T12:04:08Z
dc.date.issued2015
dc.identifier.issn0547-3330
dc.identifier.urihttp://reff.f.bg.ac.rs/handle/123456789/1919
dc.description.abstractZa uspešno ostvarivanje inkluzivne politike i prakse važnu ulogu ima adekvatna pripremljenost nastavnika za rad u inkluzivnim uslovima. U radu se ukazuje na iskustva drugih zemalja u obrazovanju nastavnika i njihovoj pripremljenosti za rad u inkluzivnoj školi. Empirijsko istraživanje sprovedeno je s ciljem da se utvrdi kako nastavnici u Srbiji procenjuju vlastitu pripremljenost za rad s decom sa smetnjama u razvoju, kao i kakva je, prema njihovom mišljenju, uloga inicijalnog obrazovanja u osposobljavanju za rad u inkluzivnim uslovima. Uzorak je obuhvatio 212 nastavnika razredne i predmetne nastave iz pet osnovnih škola sa teritorije grada Beograda. Za prikupljanje podataka korišćen je instrument koji predstavlja kombinaciju pitanja anketnog tipa i deskriptivne skale. Rezultati istraživanja pokazuju da većina nastavnika procenjuje da nije adekvatno osposobljena za rad s decom sa smetnjama u razvoju, kao i da inicijalno obrazovanje nije mnogo doprinelo njihovoj pripremljenosti za rad u tom domenu. Ne postoje statistički značajne razlike između nastavnika razredne i predmetne nastave u proceni vlastite pripremljenosti, ali su one registrovane u procenama doprinosa inicijalnog obrazovanja njihovoj osposobljenosti za rad s decom sa smetnjama u razvoju. U radu se analiziraju predlozi o tome šta se može učiniti kako bi se obezbedila bolja pripremljenost nastavnika za inkluzivnu praksu.sr
dc.description.abstractAdequate teacher training for work in inclusive conditions is essential for successful realization of inclusive politics and practice. The paper presents the experiences of other countries in teacher education and teachers' preparedness for work in inclusive school. The empirical research was conducted to see how teachers in Serbia evaluate their preparedness for work with children with developmental difficulties, what is the role of teacher initial education in training for work in inclusive conditions. The sample included 212 class and subject teachers from five elementary schools in Belgrade. To gather data we used an instrument with a combination of survey-type questions and a descriptive scale. The results show that the majority of the teachers assess that they are not adequately trained for work with children with developmental difficulties, and that their initial teacher training did not increase their preparedness for work in that domain. There are no significant differences between class teachers and subject teachers in their evaluation of their own preparedness for work with children with developmental difficulties. The discussion of the article is dedicated to the possibilities of improving initial teacher training in order to provide better teacher preparedness inclusive practice.en
dc.publisherPedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179060/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceNastava i vaspitanje
dc.subjectrad s decom sa smetnjama u razvojusr
dc.subjectprogrami obrazovanja nastavnikasr
dc.subjectpripremljenost nastavnika za inkluzivno obrazovanjesr
dc.subjectwork with children with developmental difficultiesen
dc.subjectteachers' preparedness for inclusive educationen
dc.subjectteacher training curriculaen
dc.titlePripremljenost nastavnika razredne i predmetne nastave za rad s decom sa smetnjama u razvojusr
dc.titlePreparedness of class and subject teachers for work with children with developmental difficultiesen
dc.typearticle
dc.rights.licenseBY-SA
dc.citation.epage222
dc.citation.issue2
dc.citation.other64(2): 207-222
dc.citation.rankM24
dc.citation.spage207
dc.citation.volume64
dc.identifier.doi10.5937/nasvas1502207S
dc.identifier.fulltexthttp://reff.f.bg.ac.rs/bitstream/id/756/1916.pdf
dc.type.versionpublishedVersion


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