Kompetentnost učitelja razredne nastave za primjenu i prilagodbu inkluzivnih strategija poučavanja

master's thesis

• Title (english): Primary school teachers' competency for application and adaptation of inclusive teaching strategies
• Author: Lora Kunkić
• Mentor: Jasna Kudek Mirošević (mentor)
• Committee member: Irena Klasnić (predsjednik povjerenstva)
• Committee member: Marina Đuranović (član povjerenstva)
• Committee member: Josipa Kraljić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-08, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Uloga učitelja najvažnija je u odgojno-obrazovnom procesu koji prepoznaje učenikove posebne odgojno-obrazovne potrebe te se na iste trudi odgovoriti prilagođavajući nastavni proces za koji su mu potrebne određene kompetencije. Stoga je važno da se učitelj nakon inicijalnog obrazovanja i dalje stručno usavršava temeljima cjeloživotnog učenja koje uključuje daljnja formalna, neformalna i informalna obrazovanja. Svrha je rada ispitati samoprocjenu učitelja razredne nastave o vlastitim kompetencijama u vidu primjene i prilagodbe inkluzivnih strategija poučavanja za rad s učenicima s posebnim odgojnoobrazovnim potrebama. Ciljevi rada koji su također utjecali na globalni zaključak, su ispitati zadovoljstvo učitelja razredne nastave o stečenim kompetencijama i znanjima o inkluzivnom odgoju i obrazovanju stečenog inicijalnim (fakultetskim) obrazovanjem te utvrditi nastavljaju li svoje daljnje profesionalno usavršavanje u svrhu cjeloživotnog obrazovanja sudjelujući u različitim informalnim, formalnim i neformalnim obrazovanjima. U obzir su se uzimale i godine radnog staža kojima se htjelo ustanoviti postoji li razlika u korištenju adekvatnih strategija i metoda poučavanja potrebnih za individualiziran pristup svakom učeniku. U istraživanju je sudjelovalo 146 ispitanika rješavajući anketni upitnik u digitalnom obliku. Rezultati istraživanja pokazuju kako se učitelji samoprocjenjuju djelomično kompetentnima za rad s učenicima s posebnim odgojno-obrazovnim potrebama te iskazuju svoje nezadovoljstvo o stečenim znanjima i kompetencijama za obrazovnu inkluziju tijekom inicijalnog obrazovanja.

Abstract (english)

The role of the teacher is very important in educational process who can see student’s special educational needs and teacher tries to fulfill them, adapting schooling process for which he/she needs appropriate competence. It is important that after basic education teacher is working on specialization based on whole-life education which includes further formal,
informal and informational educations. Purpose of this thesis is to examine self-evaluation of school teachers about their competence in terms of changed and adapted inclusive teaching strategies for working with students who has special educational needs. Goals of this thesis (which had impact on whole conclusion) are to question the contentment of school teachers about their gained competence and knowledge about inclusive education acquired by initial (college) education and establish wherever are they working on specialization in purpose of whole-life education participating in different kind of informal, formal and informational educations. Into consideration are taken years of internship and therefore establish are there any differences in using appropriate teaching strategies and methods required for individual approach to every
student.
In study participated 146 examinees answering in digital form of poll. The results of study show that teachers see themselves as partially competent for working with special-need students and they are complaining about their gained knowledge and competence about educational inclusion during initial education.

• Keywords: inkluzivno obrazovanje; strategije poučavanja; strategije podrške; kompetencije učitelja
• Keywords (english): inclusive education; strategies of teaching; support strategies; teachers’ competition
• Language: croatian
• URN:NBN: urn:nbn:hr:147:982582
• Study programme: Title: Integrated undergraduated university study with english language and german language; specializations in: English language, Deutsche sprache; Course: Deutsche sprache; 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: 2022-07-08 08:48:04