The concept of inclusive education in the master’s degree curriculum in Montenegro
Поглавље у монографији (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
On the basis of recent structural and functional changes in the Montenegrin education system,
with a special focus on the concept of inclusion, in her paper The concept of inclusive education in the
master’s degree curriculum in Montenegro, Tatjana Novović analyzes high school programmes for
teacher training in Montenegro. Almost twenty years since the inclusive concept was implemented
in the Montenegrin education system, with substantial changes in teaching practice and education
legislation, the problem of vertical discontinuity in the system is still significant, i.e. there is a
lack of coherence and compatibility between primary, secondary and tertiary education. The lack
of a continual exchange of practical experiences and obtained knowledge about the benefits and
marked challenges among all systemic institutional participants, creating a fluid field of inclusive
context in Montenegro, induces discontinuity and actualises "old" questions about the purpose and
functionali...ty of previous courses of development of this concept in all education segments.
Кључне речи:
Montenegrin education system / concept of inclusion / inclusion / education system / high school / programmes for teacher trainingИзвор:
Challenges and perspectives of inclusive education, 2016, 173-182Издавач:
- Belgrade : Institute for Educational Research
- Belgrade : Faculty of Teacher Education
- Volgograd : Volgograd State Socio-Pedagogical University
Финансирање / пројекти:
- Од подстицања иницијативе, сарадње и стваралаштва у образовању до нових улога и идентитета у друштву (RS-MESTD-Basic Research (BR or ON)-179034)
- Унапређивање квалитета и доступности образовања у процесима модернизације Србије (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
Напомена:
- Naziv zbirke: Biblioteka "Pedagoška teorija i praksa" 42
Колекције
Институција/група
IPITY - CHAP AU - Novović, Tatjana PY - 2016 UR - http://ipir.ipisr.org.rs/handle/123456789/633 AB - On the basis of recent structural and functional changes in the Montenegrin education system, with a special focus on the concept of inclusion, in her paper The concept of inclusive education in the master’s degree curriculum in Montenegro, Tatjana Novović analyzes high school programmes for teacher training in Montenegro. Almost twenty years since the inclusive concept was implemented in the Montenegrin education system, with substantial changes in teaching practice and education legislation, the problem of vertical discontinuity in the system is still significant, i.e. there is a lack of coherence and compatibility between primary, secondary and tertiary education. The lack of a continual exchange of practical experiences and obtained knowledge about the benefits and marked challenges among all systemic institutional participants, creating a fluid field of inclusive context in Montenegro, induces discontinuity and actualises "old" questions about the purpose and functionality of previous courses of development of this concept in all education segments. PB - Belgrade : Institute for Educational Research PB - Belgrade : Faculty of Teacher Education PB - Volgograd : Volgograd State Socio-Pedagogical University T2 - Challenges and perspectives of inclusive education T1 - The concept of inclusive education in the master’s degree curriculum in Montenegro EP - 182 SP - 173 UR - https://hdl.handle.net/21.15107/rcub_ipir_633 ER -
@inbook{ author = "Novović, Tatjana", year = "2016", abstract = "On the basis of recent structural and functional changes in the Montenegrin education system, with a special focus on the concept of inclusion, in her paper The concept of inclusive education in the master’s degree curriculum in Montenegro, Tatjana Novović analyzes high school programmes for teacher training in Montenegro. Almost twenty years since the inclusive concept was implemented in the Montenegrin education system, with substantial changes in teaching practice and education legislation, the problem of vertical discontinuity in the system is still significant, i.e. there is a lack of coherence and compatibility between primary, secondary and tertiary education. The lack of a continual exchange of practical experiences and obtained knowledge about the benefits and marked challenges among all systemic institutional participants, creating a fluid field of inclusive context in Montenegro, induces discontinuity and actualises "old" questions about the purpose and functionality of previous courses of development of this concept in all education segments.", publisher = "Belgrade : Institute for Educational Research, Belgrade : Faculty of Teacher Education, Volgograd : Volgograd State Socio-Pedagogical University", journal = "Challenges and perspectives of inclusive education", booktitle = "The concept of inclusive education in the master’s degree curriculum in Montenegro", pages = "182-173", url = "https://hdl.handle.net/21.15107/rcub_ipir_633" }
Novović, T.. (2016). The concept of inclusive education in the master’s degree curriculum in Montenegro. in Challenges and perspectives of inclusive education Belgrade : Institute for Educational Research., 173-182. https://hdl.handle.net/21.15107/rcub_ipir_633
Novović T. The concept of inclusive education in the master’s degree curriculum in Montenegro. in Challenges and perspectives of inclusive education. 2016;:173-182. https://hdl.handle.net/21.15107/rcub_ipir_633 .
Novović, Tatjana, "The concept of inclusive education in the master’s degree curriculum in Montenegro" in Challenges and perspectives of inclusive education (2016):173-182, https://hdl.handle.net/21.15107/rcub_ipir_633 .