Povezanost formalnog i neformalnog obrazovanja učitelja i podrške učenicima s teškoćama u inkluzivnom obrazovanju

master's thesis

• Title (english): The correlation between formal and informal teacher education and assistance to students with disabilities in inclusive education
• Author: Maria Divić
• Mentor: Zlatko Bukvić (mentor)
• Committee member: Goran Lapat (predsjednik povjerenstva)
• Committee member: Tea Pahić (član povjerenstva)
• Committee member: Zlatko Bukvić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2024-07-09, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences; Inclusive Education and Rehabilitation
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Higher Education Pedagogy

Abstract

Kvalitetan učitelj je temelj kvalitetnog nastavnog procesa koji nakon svog inicijalnog obrazovanja treba nastojati nadograđivati svoje stečene nastavničke kompetencije i profesionalno se usavršavati formalnim, neformalnim ili informalnim obrazovanjem. Učinkovitost odgoja i obrazovanja na svim razinama formalnog obrazovanja ovisi o kvaliteti učitelja koji je glavni kreator, organizator i usmjeritelj nastavnog procesa te glavni poticatelj učenika i njihov suradnik u stjecanju znanja i razvoju sposobnosti (Kostović-Vranješ, 2015). Inkluzija se, za razliku od integracije kojoj je cilj uključiti dijete s poteškoćama u sustav redovnog školovanja, javlja kao puno širi pojam uključenosti svih u odgoj i obrazovanja s naglaskom na cjelokupni školski sustav i odgojno-obrazovni proces. Kada govorimo o obrazovnim potrebama učenika s teškoćama, učitelji kao glavni sudionici odgojno-obrazovne inkluzije svojim znanjem i kompetencijama (koje su stekli formalno ili neformalno) izuzetno su važan čimbenik uspješne inkluzije. Svrha ovoga rada je ispitati postoji li povezanost formalnog i neformalnog obrazovanja učitelja i njihove podrške učenicima s posebnim odgojno-obrazovnim potrebama u neposrednom radu. Cilj istraživanja bio je analizirati čimbenike povezanosti obrazovanja učitelja s ovim čimbenikom kvalitete inkluzivnog obrazovanja. U istraživanju je sudjelovalo 87 ispitanika, a za prikupljanje podataka korišten je anketni upitnik u digitalnom obliku. Rezultati istraživanja pokazuju kako postoji statistički značajna razlika u pružanju podrške učenicima s teškoćama s obzirom na formalno i neformalno obrazovanje. Zaključak je da ispitanici koji posjeduju dodatno neformalno obrazovanje pružaju primjereniju podršku učenicima s teškoćama.

Abstract (english)

The basis of a quality teaching process is a quality teacher who, after their initial education, should try to build on their acquired teaching competencies and to refine professionally with formal, non-formal or informal education. Efficiency of upbringing and education at all levels of formal education depends on the quality of the teacher who is the main creator, organizer and director of the teaching process as well as the main instigator of students and their collaborator in acquiring knowledge and developing abilities (Kostović-Vranješ, 2015). Inclusion, unlike integration, whose goal is to include a child with difficulties in the regular education system, reports as a much broader concept of everyone's involvement in upbringing and education with an emphasis on the entire school system and the educational process. When we talk about the educational needs of students with disabilities, teachers as the main participants in educational inclusion with their knowledge and competences (which they have acquired formally or informally) are an extremely important factor in successful inclusion. The purpose of this paper is to examine whether there is a connection between formal and non-formal teacher education and their support for students with special educational needs in direct work. The aim of the study was to analyze the factors related to teacher education with the factor of the quality of inclusive education. 87 respondents participated in the research by solving the survey questionnaire in digital form. The results of the research show that there is a statistically significant difference in the provision of support to students with disabilities with regard to formal and non-formal education. The conclusion is that respondents who have additional non-formal education provide more adequate support to students with disabilities

• Keywords: učitelj; kompetencije; inkluzija; učenici s teškoćama; formalno i neformalno obrazovanje
• Keywords (english): teacher; competence; inclusion; students with disabilities; formal and informal education
• Language: croatian
• URN:NBN: urn:nbn:hr:147:070301
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-10-17 10:45:09