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Encouraging student personality development and values of social inclusion: teacher competences and motivation

dc.contributorLalić-Vučetić, Nataša
dc.contributorGundogan, Dragana
dc.contributorRadanović, Ana
dc.creatorSladoje-Bošnjak, Biljana
dc.creatorDukić, Gordana
dc.date.accessioned2021-06-23T10:25:06Z
dc.date.available2021-06-23T10:25:06Z
dc.date.issued2020
dc.identifier.isbn978-86-7447-151-7
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/518
dc.description.abstractProfesionalne kompetencije nastavnika predstavljaju ključni faktor u obezbeđivanju kvaliteta inkluzivne vaspitnoobrazovne prakse i podrške razvoju ličnosti deteta na školskom uzrastu. Pojam kompetencija definisan je u kontekstu stavova, vrednosti i veština nastavnika da realizuje inkluzivni vaspitnoobrazovni rad. Pedagoška praksa ukazuje da nastavnici ispoljavaju ličnu nesigurnost i nedovoljnu motivisanost za rad sa decom koja imaju smetnje u razvoju. Stoga je potrebno proučavati profesionalne kompetencije nastavnika od kojih zavisi motivacija i kvalitet njihovog vaspitnoobrazovnog rada. U skladu sa ovako postavljenim predmetom istraživanja cilj istraživanja je da se identifikuju stavovi nastavnika o kompetencijama za podršku razvoju ličnosti učenika i vrednosti socijalne inkluzije. Uzorak čini 761 nastavnik iz 19 osnovnih škola iz 12 lokalnih zajednica Republike Srpske. Da bi se realizovao ovako postavljen cilj istraživanja, primenjen je odgovarajući instrument koji sadrži utvrđene metrijske karakteristike: SKL – petostepena sкаlа Likertovog tipa za samoprocenu kompetencija za podršku razvoju ličnosti učenika i vrednosti socijalne inkluzije (razumevanje i uvažavanje koncepta ljudskih prava i prava deteta; osposobljenost za primenu principa socijalne prihvaćenosti i podrške; poznavanje značaja principa rane prevencije i rehabilitacije u inkluzivnom vaspitanju i obrazovanju; sposobnost identifikacije smetnji u ponašanju; sposobnost za empatiju i spremnost za pružanje odgovarajuće podrške svakom učeniku). U radu će biti prikazani empirijski podaci samoprocena nastavnika o nivou njihove osposobljenosti za svaku kompetenciju za podršku razvoju ličnosti učenika i vrednosti socijalne inkluzije. Pored rezultata datih u vidu frekvencija i procenata, analizirani su i drugi deskriptivni statistički pokazatelji. Rezultati pokazuju da nastavnici imaju razvijene kompetencije za podršku razvoju ličnosti učenika i vrednosti socijalne inkluzije, jer su motivisani da pruže odgovarajuću podršku svakom učeniku uz razvijenu empatiju i razumevanje učenika sa smetnjama u razvoju. Nešto niže su procenjene sposobnosti koje se odnose na identifikaciju teškoća i drugih specifičnosti učenika sa smetnjama u ponašanju kao što su: anksioznost, agresija ili hiperaktivnost. Rezultati ukazuju da nedovoljno znanje i nedovoljna informisanost doprinose nižoj kompetentnosti i smanjenoj motivaciji nastavnika za rad sa učenicima koji imaju izražen poremećaj u ponašanju. Zato se implikacije za obrazovnu praksu kreću u pravcu inoviranja programa stručnog usavršavanja nastavnika sadržajima, oblicima i metodama rada, kako bi sе povećala motivacija i unapredile sposobnosti nastavnika za inkluzivni vaspitnoobrazovni rad.sr
dc.description.abstractProfessional competences of a teacher are the key factor for providing the quality of inclusive educational practice and support to a child’s personality development at school age. The term competence is defined in the context of attitudes, values and skills of a teacher to perform inclusive educational work. The teaching practice indicates that teachers demonstrate personal insecurity and insufficient motivation to work with the children with developmental disabilities. Therefore, it is necessary to study professional competences of teachers, as those determine motivation and quality of their educational work. In line with the research subject set in this manner, the research goal is to identify attitudes of teachers regarding the competences for supporting the student personality development and values of social inclusion. The sample includes 761 teachers from 19 primary schools from 12 local communities from the Republic of Srpska. In order to achieve the research goal set in this manner, the appropriate instrument has been applied, containing established metric features: SKL – the five-degree Likert type scale for self-evaluation of competences for supporting the student personality development and values of social inclusion (understanding and appreciation of the human rights and rights of the child concept; being trained to apply the principles of social acceptance and support; awareness of the importance of early prevention and rehabilitation principles in inclusive education; ability to identify behavioural disorders; capability for empathy and readiness to provide adequate support to each student). The paper will present empirical data of the teachers’ self-assessment regarding the level of their proficiency in each competence for supporting the student personality development and values of social inclusion. Apart from the results presented in frequencies and percentages, other descriptive statistical marks were also analysed. The results show that the teachers have developed competences for supporting the student personality development and values of social inclusion, as they are motivated to provide appropriate support to each student due to developed empathy and understanding of the students with developmental disabilities. The skills regarding identification of difficulties and other specific traits of the students with behavioural disorders like anxiety, aggression or hyperactivity are rated as relatively lower. The results indicate that insufficient knowledge and inadequate information contribute to lower competence and reduced teacher motivation to work with the students with noticeable behavioural disorders. For this reason, the implications for educational practice move in the direction of updating the teacher training programs with contents, forms and methods of work so as to increase the motivation and improve the teachers’ capability for inclusive educational work.sr
dc.language.isosrsr
dc.language.isoensr
dc.publisherBeograd : Institut za pedagoška istraživanjasr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.sourceMotivacija u obrazovanju između teorije i praksesr
dc.subjectkompetencije nastavnikasr
dc.subjectmotivacijasr
dc.subjectpodrškasr
dc.subjectličnost učenikasr
dc.subjectsocijalna inkluzijasr
dc.subjectteacher competencessr
dc.subjectmotivationsr
dc.subjectsupportsr
dc.subjectstudent personalitysr
dc.subjectsocial inclusionsr
dc.titlePodsticanjе razvoja ličnosti učenika i vrednosti socijalne inkluzije: kompetencije i motivacija nastavnikasr
dc.titleEncouraging student personality development and values of social inclusion: teacher competences and motivationsr
dc.typeconferenceObjectsr
dc.rights.licenseBYsr
dc.citation.epage86
dc.citation.spage84
dc.description.otherKnjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksasr
dc.description.otherBook of abstracts / 25th International Scientific Conference "Educational Research and School Practice"
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/1429/bitstream_1429.pdf
dc.type.versionpublishedVersionsr


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