@conference{
author = "Tančić, Nataša",
year = "2019",
abstract = "U 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., In 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.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Obrazovanje u funkciji modernizacije društva",
title = "Samoprocena nastavničkih kompetencija i koncept stručnog usavaršavanja nastavnika u inkluzivnom školskom kontekstu, Self-assessment of teacher competences and concept of in-service teacher training in context of inclusive school",
pages = "57-56",
url = "https://hdl.handle.net/21.15107/rcub_ipir_551"
}
