Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education
Poglavlje u monografiji (Objavljena verzija)
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Prikaz svih podataka o dokumentuApstrakt
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 cu...rrent 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.
Ključne reči:
Preschool teachers’ / professional training / clusive education / Serbia / preschool institutions / professional developmentIzvor:
Challenges and perspectives of inclusive education, 2016, 89-102Izdavač:
- Belgrade : Institute for Educational Research
- Belgrade : Faculty of Teacher Education
- Volgograd : Volgograd State Socio-Pedagogical University
Finansiranje / projekti:
- Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu (RS-MESTD-Basic Research (BR or ON)-179034)
- Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
Napomena:
- Naziv zbirke: Biblioteka "Pedagoška teorija i praksa" 42
Kolekcije
Institucija/grupa
IPITY - CHAP AU - Korać, Isidora PY - 2016 UR - http://ipir.ipisr.org.rs/handle/123456789/640 AB - 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. 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 - Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education EP - 102 SP - 89 UR - https://hdl.handle.net/21.15107/rcub_ipir_640 ER -
@inbook{ author = "Korać, Isidora", year = "2016", 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.", 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 = "Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education", pages = "102-89", url = "https://hdl.handle.net/21.15107/rcub_ipir_640" }
Korać, I.. (2016). Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education. in Challenges and perspectives of inclusive education Belgrade : Institute for Educational Research., 89-102. https://hdl.handle.net/21.15107/rcub_ipir_640
Korać I. Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education. in Challenges and perspectives of inclusive education. 2016;:89-102. https://hdl.handle.net/21.15107/rcub_ipir_640 .
Korać, Isidora, "Preschool teachers’ perception of professional training contribution to the development of competences in the field of inclusive education" in Challenges and perspectives of inclusive education (2016):89-102, https://hdl.handle.net/21.15107/rcub_ipir_640 .