dc.contributor | Gutvajn, Nikoleta | |
dc.contributor | Vujačić, Milja | |
dc.creator | Korać, Isidora | |
dc.date.accessioned | 2021-10-15T11:54:30Z | |
dc.date.available | 2021-10-15T11:54:30Z | |
dc.date.issued | 2016 | |
dc.identifier.isbn | 978-86-7447-128-9 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/640 | |
dc.description.abstract | In the paper Preschool teachers’ perception of professional training contribution to the
development of competences in the field of inclusive education, Isidora Korać presented a segment
of research whose goal was to examine teachers’ opinions about the contribution of professional
development in developing competencies in the field of inclusive education. The research was
based on a questionnaire answered by a sample of 150 preschool teachers employed at preschool
institutions in several towns in Serbia. The findings of the research show that the current concept
of professional development accentuates the adoption of ready-made decontextualized knowledge,
development of preschool teachers’ competencies as individuals, without connecting individual
and organizational changes that inclusion initiates. The author concludes that if we want for the
system of professional development to contribute to obtaining preschool teachers’ professional
competencies for application of the current model of inclusive education, it is necessary to enable
their greater participation and reflective practice via programmes for professional development.
Inclusion is a change and a challenge for organizations in which various protagonists participate,
who are supposed to interconnect from their various positions, roles and responsibilities, aiming
for horizontal learning and organized action. Future programmes for professional development in the field of inclusive education should be directed at the following areas: (a) working with gifted
children (b) adapting work organization in preschool institutions in order to meet the needs of
children who need additional support, (c) assessment and revision of individual education plans
and (d) teamwork and cooperation in preschool institutions. | sr |
dc.language.iso | en | sr |
dc.publisher | Belgrade : Institute for Educational Research | sr |
dc.publisher | Belgrade : Faculty of Teacher Education | sr |
dc.publisher | Volgograd : Volgograd State Socio-Pedagogical University | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS// | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.source | Challenges and perspectives of inclusive education | sr |
dc.subject | Preschool teachers’ | sr |
dc.subject | professional training | sr |
dc.subject | clusive education | sr |
dc.subject | Serbia | sr |
dc.subject | preschool institutions | sr |
dc.subject | professional development | sr |
dc.title | Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education | sr |
dc.type | bookPart | sr |
dc.rights.license | BY | sr |
dc.citation.epage | 102 | |
dc.citation.spage | 89 | |
dc.description.other | Naziv zbirke: Biblioteka "Pedagoška teorija i praksa" 42 | sr |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/1910/bitstream_1910.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_640 | |
dc.type.version | publishedVersion | sr |