Implicite pedagogies of teachers: Possibilities of limitations for inclusion

Abstract

This paper is on the results of the research of the implicit pedagogies of primary school teachers and subject teachers. The research included 82 primary teachers and 120 subject teachers from primary schools in Belgrade, Subotica and Zrenjanin. The data were collected by the estimation scale of Likert’s type which was created for the needs of the research. Given results shoe that implicit pedagogies of teachers are closer to the contemporary understanding of education in comparison to implicit pedagogies of the subject teachers, that comprehension of primary school teachers and subject teachers about children’s development, learning and own professional roles are in accordance with contemporary understanding of education, that their understanding the child is closer to traditional pedagogical paradigm. Nevertheless, it has been shown that there is connection between the length of working experience and participation of parents and teachers in the project »Inclusion of students with developmental difficulties into regular schools – School according to the needs of a child«, on one side and their implicit pedagogy on the other side.

U radu su prikazani rezultati istraživanja implicitnih pedagogija učitelja i nastavnika. Istraživanjem je obuhvaćeno 82 učitelja i 120 nastavnika predmetne nastave iz osnovnih škola u Beogradu, Subotici i Zrenjaninu. Podaci su prikupljeni skalom procene Likertovog tipa koja je kreirana za potrebe istraživanja. Dobijeni rezultati ukazuju na to da su implicitne pedagogije učitelja bliže savremenom shvatanju obrazovanja u odnosu na implicitne pedagogije predmetnih nastavnika, da su uverenja i učitelja i nastavnika o dečjem razvoju, učenju i vlastitim profesionalnim ulogama u skladu sa savremenim shvatanjima obrazovanja, a da su njihova uverenja o detetu bliža tradicionalnoj pedagoškoj paradigmi. Takođe, pokazalo se da ne postoji povezanost između dužine radnog staža i uključenosti učitelja i nastavnika u projekat »Inkluzija učenika sa teškoćama u razvoju u redovne škole – škola po meri deteta«, s jedne, i njihove implicitne pedagogije, s druge strane.