Cooperative learning in the context of inclusive education
Saradničko učenje u kontekstu inkluzivnog obrazovanja
Abstract
The paper focuses on the application of collaborative learning in the context of inclusive education. The first part of the paper highlights the theoretical foundations of collaborative learning, a concept that emerged from the constructivist paradigm and interactive teaching. The authors emphasize the importance of social interactions and cooperation for children with developmental difficulties, as well as their adequate placement in the full-time teaching process. An overview of the research findings on the effects of implementing collaborative learning in the context of inclusive education is also provided. The effects of the implementation of this teaching strategy are discussed from the perspective of teachers and the role they play in fostering collaboration among students. The research findings on the application of collaborative learning confirm its positive effects on an overall achievement and social development of both children with developmental difficulties and their peers.... The application of collaborative learning in inclusive teaching is a great resource for discovering the preserved potentials of children with developmental difficulties and their development as a whole. The problems that teachers face while implementing collaborative learning in inclusive education are discussed as well. These problems relate to the need for a continued commitment of teachers to adequately plan, monitor and evaluate the effects of applying this approach on students and their relationships. The key pedagogical implications for the implementation of collaborative learning are given in relation to teachers' work, school organization and the education system as a whole.
U fokusu ovog rada je primena saradničkog učenja u kontekstu inkluzivnog obrazovanja. U prvom delu rada istaknuta su teorijska polazišta saradničkog učenja, koje je kao ideja proizašlo iz konstruktivističke paradigme i interaktivne nastave. Ukazano je na značaj socijalnih interakcija i saradnje za decu sa teškoćama u razvoju i njihovo adekvatno pozicioniranje u redovnoj nastavi. Dat je prikaz istraživačkih nalaza o efektima primene saradničkog učenja u kontekstu inkluzivnog obrazovanja. Efekti primene ove nastavne strategije razmatrani su iz perspektive nastavnika i uloga koje on ima u podsticanju saradnje među učenicima. Istraživački nalazi o primeni saradničkog učenja potvrđuju pozitivne efekte na postignuće i socijalni razvoj i dece sa teškoćama u razvoju i njihovih vršnjaka. Primena saradničkog učenja u inkluzivnoj nastavi predstavlja veliki resurs za otkrivanje očuvanih potencijala dece sa teškoćama u razvoju i njihov razvoj u celini. Ukazano je na probleme sa kojima se nastavnici... suočavaju tokom primene saradničkog učenja u okviru inkluzivnog obrazovanja. Pomenuti problemi odnose se na potrebu za kontinuiranom posvećenošću nastavnika da adekvatno planira, prati i vrednuje efekte primene ovog pristupa na učenike i njihove međusobne odnose. Date su ključne pedagoške implikacije za primenu saradničkog učenja koje se odnose na rad nastavnika, organizaciju škole i obrazovnog sistema u celini.
Keywords:
collaborative learning / inclusive education / children with developmental difficulties / teachers / interactive teaching / saradničko učenje / inkluzivno obrazovanje / deca sa teškoćama u razvoju / nastavnici / interaktivna nastavaSource:
Inovacije u nastavi - časopis za savremenu nastavu, 2019, 32, 3, 1-12Publisher:
- Univerzitet u Beogradu - Učiteljski fakultet, Beograd
Funding / projects:
- From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)
- Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
Collections
Institution/Community
IPITY - JOUR AU - Vujačić, Milja AU - Đević, Rajka AU - Đerić, Ivana PY - 2019 UR - http://ipir.ipisr.org.rs/handle/123456789/315 AB - The paper focuses on the application of collaborative learning in the context of inclusive education. The first part of the paper highlights the theoretical foundations of collaborative learning, a concept that emerged from the constructivist paradigm and interactive teaching. The authors emphasize the importance of social interactions and cooperation for children with developmental difficulties, as well as their adequate placement in the full-time teaching process. An overview of the research findings on the effects of implementing collaborative learning in the context of inclusive education is also provided. The effects of the implementation of this teaching strategy are discussed from the perspective of teachers and the role they play in fostering collaboration among students. The research findings on the application of collaborative learning confirm its positive effects on an overall achievement and social development of both children with developmental difficulties and their peers. The application of collaborative learning in inclusive teaching is a great resource for discovering the preserved potentials of children with developmental difficulties and their development as a whole. The problems that teachers face while implementing collaborative learning in inclusive education are discussed as well. These problems relate to the need for a continued commitment of teachers to adequately plan, monitor and evaluate the effects of applying this approach on students and their relationships. The key pedagogical implications for the implementation of collaborative learning are given in relation to teachers' work, school organization and the education system as a whole. AB - U fokusu ovog rada je primena saradničkog učenja u kontekstu inkluzivnog obrazovanja. U prvom delu rada istaknuta su teorijska polazišta saradničkog učenja, koje je kao ideja proizašlo iz konstruktivističke paradigme i interaktivne nastave. Ukazano je na značaj socijalnih interakcija i saradnje za decu sa teškoćama u razvoju i njihovo adekvatno pozicioniranje u redovnoj nastavi. Dat je prikaz istraživačkih nalaza o efektima primene saradničkog učenja u kontekstu inkluzivnog obrazovanja. Efekti primene ove nastavne strategije razmatrani su iz perspektive nastavnika i uloga koje on ima u podsticanju saradnje među učenicima. Istraživački nalazi o primeni saradničkog učenja potvrđuju pozitivne efekte na postignuće i socijalni razvoj i dece sa teškoćama u razvoju i njihovih vršnjaka. Primena saradničkog učenja u inkluzivnoj nastavi predstavlja veliki resurs za otkrivanje očuvanih potencijala dece sa teškoćama u razvoju i njihov razvoj u celini. Ukazano je na probleme sa kojima se nastavnici suočavaju tokom primene saradničkog učenja u okviru inkluzivnog obrazovanja. Pomenuti problemi odnose se na potrebu za kontinuiranom posvećenošću nastavnika da adekvatno planira, prati i vrednuje efekte primene ovog pristupa na učenike i njihove međusobne odnose. Date su ključne pedagoške implikacije za primenu saradničkog učenja koje se odnose na rad nastavnika, organizaciju škole i obrazovnog sistema u celini. PB - Univerzitet u Beogradu - Učiteljski fakultet, Beograd T2 - Inovacije u nastavi - časopis za savremenu nastavu T1 - Cooperative learning in the context of inclusive education T1 - Saradničko učenje u kontekstu inkluzivnog obrazovanja EP - 12 IS - 3 SP - 1 VL - 32 DO - 10.5937/inovacije1903001V ER -
@article{ author = "Vujačić, Milja and Đević, Rajka and Đerić, Ivana", year = "2019", abstract = "The paper focuses on the application of collaborative learning in the context of inclusive education. The first part of the paper highlights the theoretical foundations of collaborative learning, a concept that emerged from the constructivist paradigm and interactive teaching. The authors emphasize the importance of social interactions and cooperation for children with developmental difficulties, as well as their adequate placement in the full-time teaching process. An overview of the research findings on the effects of implementing collaborative learning in the context of inclusive education is also provided. The effects of the implementation of this teaching strategy are discussed from the perspective of teachers and the role they play in fostering collaboration among students. The research findings on the application of collaborative learning confirm its positive effects on an overall achievement and social development of both children with developmental difficulties and their peers. The application of collaborative learning in inclusive teaching is a great resource for discovering the preserved potentials of children with developmental difficulties and their development as a whole. The problems that teachers face while implementing collaborative learning in inclusive education are discussed as well. These problems relate to the need for a continued commitment of teachers to adequately plan, monitor and evaluate the effects of applying this approach on students and their relationships. The key pedagogical implications for the implementation of collaborative learning are given in relation to teachers' work, school organization and the education system as a whole., U fokusu ovog rada je primena saradničkog učenja u kontekstu inkluzivnog obrazovanja. U prvom delu rada istaknuta su teorijska polazišta saradničkog učenja, koje je kao ideja proizašlo iz konstruktivističke paradigme i interaktivne nastave. Ukazano je na značaj socijalnih interakcija i saradnje za decu sa teškoćama u razvoju i njihovo adekvatno pozicioniranje u redovnoj nastavi. Dat je prikaz istraživačkih nalaza o efektima primene saradničkog učenja u kontekstu inkluzivnog obrazovanja. Efekti primene ove nastavne strategije razmatrani su iz perspektive nastavnika i uloga koje on ima u podsticanju saradnje među učenicima. Istraživački nalazi o primeni saradničkog učenja potvrđuju pozitivne efekte na postignuće i socijalni razvoj i dece sa teškoćama u razvoju i njihovih vršnjaka. Primena saradničkog učenja u inkluzivnoj nastavi predstavlja veliki resurs za otkrivanje očuvanih potencijala dece sa teškoćama u razvoju i njihov razvoj u celini. Ukazano je na probleme sa kojima se nastavnici suočavaju tokom primene saradničkog učenja u okviru inkluzivnog obrazovanja. Pomenuti problemi odnose se na potrebu za kontinuiranom posvećenošću nastavnika da adekvatno planira, prati i vrednuje efekte primene ovog pristupa na učenike i njihove međusobne odnose. Date su ključne pedagoške implikacije za primenu saradničkog učenja koje se odnose na rad nastavnika, organizaciju škole i obrazovnog sistema u celini.", publisher = "Univerzitet u Beogradu - Učiteljski fakultet, Beograd", journal = "Inovacije u nastavi - časopis za savremenu nastavu", title = "Cooperative learning in the context of inclusive education, Saradničko učenje u kontekstu inkluzivnog obrazovanja", pages = "12-1", number = "3", volume = "32", doi = "10.5937/inovacije1903001V" }
Vujačić, M., Đević, R.,& Đerić, I.. (2019). Cooperative learning in the context of inclusive education. in Inovacije u nastavi - časopis za savremenu nastavu Univerzitet u Beogradu - Učiteljski fakultet, Beograd., 32(3), 1-12. https://doi.org/10.5937/inovacije1903001V
Vujačić M, Đević R, Đerić I. Cooperative learning in the context of inclusive education. in Inovacije u nastavi - časopis za savremenu nastavu. 2019;32(3):1-12. doi:10.5937/inovacije1903001V .
Vujačić, Milja, Đević, Rajka, Đerić, Ivana, "Cooperative learning in the context of inclusive education" in Inovacije u nastavi - časopis za savremenu nastavu, 32, no. 3 (2019):1-12, https://doi.org/10.5937/inovacije1903001V . .