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Self-assessment of teacher competences and concept of in-service teacher training in context of inclusive school

dc.contributorStanišić, Jelena
dc.contributorRadulović, Mladen
dc.creatorTančić, Nataša
dc.date.accessioned2021-07-20T09:13:21Z
dc.date.available2021-07-20T09:13:21Z
dc.date.issued2019
dc.identifier.isbn978-86-7447-147-0
dc.identifier.isbn978-86-7447-147-0
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/551
dc.description.abstractU većini savremenih društava – čija je zajednička odrednica pluralizam različitosti, inkluzivno obrazovanje se posmatra kao pedagoški odgovor na izazove konstantno rastućih razlika između učenika Obrazovni sistemi većine zemalja poslednjih godina reformisani su u skladu sa inkluzivnim principom u čemu se presudnom pokazala uloga kompetentnog i osvešćenog nastavnog osoblja. Cilj istraživanja usmeren je na sagledavanje kompetencija nastavnika u našoj zemlji, kao i koncepta stručnog usavršavanja nastavnika. S tim u vezi, pokušaćemo da odgovorimo na sledeća pitanja: „Кoji oblici stručnog usavršavanja nastavnika srednjih škola su najzastupljeniji i koje su najznačajnije kompetencije za organizaciju i realizaciju nastavnog procesa procesa, imajući u vidu kvalitet inkluzivnog obrazovanja, iz perspektive nastavnika?“. Uzorak je prigodan i čini ga 107 nastavnika srednjih škola u Novom Sadu. Za potrebe istraživanja konstruisan je upitnik. Dobijeni nalazi ukazuju da je za uspešno organizovanje vaspitnoobrazovnog rada u inkluzivnoj školi neophodno da nastavnici poseduju kompetencije koje su neophodne za podršku razvoju ličnosti učenika pre svega, a potom i kompetencije za komunikaciju i saradnju, kompetencije za poučavanje i učenje i kompetencije za nastavnu oblast. Kao najfrekventniji oblici stručnog usavršavanja ispitanika izdvajaju se seminari, konferencije i vebinar. Da bi nastavnici realizovali vaspitnoobrazovni rad u najboljem interesu svakog deteta, neophodno im je pomoći i podržati ih u tom procesu. To podrazumeva da je inicijalno obrazovanje usmereno na razvijanje i unapređivanje određenih kompetencija, stručno usavršavanje u skladu sa obrazovnim potrebama nastavnika, podršku i pomoć drugih nastavnika, stručnih saradnika, menadžmenta škole, roditelja i zajednice.sr
dc.description.abstractIn most contemporary societies - whose common determinant is pluralism of diversity, inclusive education is seen as a pedagogical response to challenges of ever-widening differences between students. The education systems of most countries have been reformed in accordance with the inclusive principle in recent years, disclosing the crucial role of competent and educated teaching staff. The aim of the research is to review competences of teachers in our country, as well as the concept of in-service teacher training. With this regard, we will try to answer the following questions: “What are the most common forms of in-service training for secondary school teachers and what are, from the teachers’ perspective, the most important competences for organization and implementation of teaching process regarding the quality of inclusive education?” The sample consists of 107 high school teachers in Novi Sad. A questionnaire was constructed for research purposes. The obtained results indicate that for successful organization of educational work in the inclusive school, it is necessary that teachers primarily have competencies for supporting development of students’ personalities. Other necessary teacher competences include communication and cooperation competences, teaching and learning competences and module competences. Seminars, conferences and webinars stand out as the most frequent forms of in-service teacher training of the respondents. It is essential that the teachers get assistance and support in the teaching process to be able to carry out their work in the best interest of each child. This means that initial education should aim at developing and improving particular competencies, in-service training in accordance with the educational requirements of teachers, support and assistance of other teachers, professional associates, school management, parents and community.sr
dc.language.isosrsr
dc.language.isoensr
dc.publisherBeograd : Institut za pedagoška istraživanjasr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179010/RS//sr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.sourceObrazovanje u funkciji modernizacije društvasr
dc.subjectkompetencijesr
dc.subjectstručno usavršavanje nastavnikasr
dc.subjectinkluzivna školasr
dc.subjectcompetencessr
dc.subjectin-service teacher trainingsr
dc.subjectinclusive schoolsr
dc.titleSamoprocena nastavničkih kompetencija i koncept stručnog usavaršavanja nastavnika u inkluzivnom školskom kontekstusr
dc.titleSelf-assessment of teacher competences and concept of in-service teacher training in context of inclusive schoolsr
dc.typeconferenceObjectsr
dc.rights.licenseBYsr
dc.citation.epage57
dc.citation.spage56
dc.description.otherZbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksasr
dc.description.otherBook of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/1652/Samoprocena_nastavnickih_kompetencija_2019.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_ipir_551
dc.type.versionpublishedVersionsr


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