Implicite pedagogies of teachers: Possibilities of limitations for inclusion
Nejavnwe pedagogiki ucxitelej: vozmo"nosti i ogranicxenija inklyzii /vklycxenija/
Апстракт
This paper is on the results of the research of the implicit pedagogies of primary school teachers and subject teachers. The research included 82 primary teachers and 120 subject teachers from primary schools in Belgrade, Subotica and Zrenjanin. The data were collected by the estimation scale of Likert’s type which was created for the needs of the research. Given results shoe that implicit pedagogies of teachers are closer to the contemporary understanding of education in comparison to implicit pedagogies of the subject teachers, that comprehension of primary school teachers and subject teachers about children’s development, learning and own professional roles are in accordance with contemporary understanding of education, that their understanding the child is closer to traditional pedagogical paradigm. Nevertheless, it has been shown that there is connection between the length of working experience and participation of parents and teachers in the project »Inclusion of students with de...velopmental difficulties into regular schools – School according to the needs of a child«, on one side and their implicit pedagogy on the other side.
U radu su prikazani rezultati istraživanja implicitnih pedagogija učitelja i nastavnika. Istraživanjem je obuhvaćeno 82 učitelja i 120 nastavnika predmetne nastave iz osnovnih škola u Beogradu, Subotici i Zrenjaninu. Podaci su prikupljeni skalom procene Likertovog tipa koja je kreirana za potrebe istraživanja. Dobijeni rezultati ukazuju na to da su implicitne pedagogije učitelja bliže savremenom shvatanju obrazovanja u odnosu na implicitne pedagogije predmetnih nastavnika, da su uverenja i učitelja i nastavnika o dečjem razvoju, učenju i vlastitim profesionalnim ulogama u skladu sa savremenim shvatanjima obrazovanja, a da su njihova uverenja o detetu bliža tradicionalnoj pedagoškoj paradigmi. Takođe, pokazalo se da ne postoji povezanost između dužine radnog staža i uključenosti učitelja i nastavnika u projekat »Inkluzija učenika sa teškoćama u razvoju u redovne škole – škola po meri deteta«, s jedne, i njihove implicitne pedagogije, s druge strane.
Кључне речи:
implicit pedagogy of primary school teachers and subject teachers / inclusive education / implicitne pedagogije učitelja i nastavnika / inkluzivno obrazovanjeИзвор:
Pedagogija, 2014, 69, 3, 379-386Издавач:
- Forum pedagoga Srbije i Crne Gore, Beograd
Финансирање / пројекти:
- Унапређивање квалитета и доступности образовања у процесима модернизације Србије (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
Институција/група
IPITY - JOUR AU - Vujačić, Milja PY - 2014 UR - http://ipir.ipisr.org.rs/handle/123456789/232 AB - This paper is on the results of the research of the implicit pedagogies of primary school teachers and subject teachers. The research included 82 primary teachers and 120 subject teachers from primary schools in Belgrade, Subotica and Zrenjanin. The data were collected by the estimation scale of Likert’s type which was created for the needs of the research. Given results shoe that implicit pedagogies of teachers are closer to the contemporary understanding of education in comparison to implicit pedagogies of the subject teachers, that comprehension of primary school teachers and subject teachers about children’s development, learning and own professional roles are in accordance with contemporary understanding of education, that their understanding the child is closer to traditional pedagogical paradigm. Nevertheless, it has been shown that there is connection between the length of working experience and participation of parents and teachers in the project »Inclusion of students with developmental difficulties into regular schools – School according to the needs of a child«, on one side and their implicit pedagogy on the other side. AB - U radu su prikazani rezultati istraživanja implicitnih pedagogija učitelja i nastavnika. Istraživanjem je obuhvaćeno 82 učitelja i 120 nastavnika predmetne nastave iz osnovnih škola u Beogradu, Subotici i Zrenjaninu. Podaci su prikupljeni skalom procene Likertovog tipa koja je kreirana za potrebe istraživanja. Dobijeni rezultati ukazuju na to da su implicitne pedagogije učitelja bliže savremenom shvatanju obrazovanja u odnosu na implicitne pedagogije predmetnih nastavnika, da su uverenja i učitelja i nastavnika o dečjem razvoju, učenju i vlastitim profesionalnim ulogama u skladu sa savremenim shvatanjima obrazovanja, a da su njihova uverenja o detetu bliža tradicionalnoj pedagoškoj paradigmi. Takođe, pokazalo se da ne postoji povezanost između dužine radnog staža i uključenosti učitelja i nastavnika u projekat »Inkluzija učenika sa teškoćama u razvoju u redovne škole – škola po meri deteta«, s jedne, i njihove implicitne pedagogije, s druge strane. PB - Forum pedagoga Srbije i Crne Gore, Beograd T2 - Pedagogija T1 - Implicite pedagogies of teachers: Possibilities of limitations for inclusion T1 - Nejavnwe pedagogiki ucxitelej: vozmo"nosti i ogranicxenija inklyzii /vklycxenija/ T1 - Implicitne pedagogije nastavnika - mogućnost ili ograničenje za inkluziju EP - 386 IS - 3 SP - 379 VL - 69 UR - https://hdl.handle.net/21.15107/rcub_ipir_232 ER -
@article{ author = "Vujačić, Milja", year = "2014", abstract = "This paper is on the results of the research of the implicit pedagogies of primary school teachers and subject teachers. The research included 82 primary teachers and 120 subject teachers from primary schools in Belgrade, Subotica and Zrenjanin. The data were collected by the estimation scale of Likert’s type which was created for the needs of the research. Given results shoe that implicit pedagogies of teachers are closer to the contemporary understanding of education in comparison to implicit pedagogies of the subject teachers, that comprehension of primary school teachers and subject teachers about children’s development, learning and own professional roles are in accordance with contemporary understanding of education, that their understanding the child is closer to traditional pedagogical paradigm. Nevertheless, it has been shown that there is connection between the length of working experience and participation of parents and teachers in the project »Inclusion of students with developmental difficulties into regular schools – School according to the needs of a child«, on one side and their implicit pedagogy on the other side., U radu su prikazani rezultati istraživanja implicitnih pedagogija učitelja i nastavnika. Istraživanjem je obuhvaćeno 82 učitelja i 120 nastavnika predmetne nastave iz osnovnih škola u Beogradu, Subotici i Zrenjaninu. Podaci su prikupljeni skalom procene Likertovog tipa koja je kreirana za potrebe istraživanja. Dobijeni rezultati ukazuju na to da su implicitne pedagogije učitelja bliže savremenom shvatanju obrazovanja u odnosu na implicitne pedagogije predmetnih nastavnika, da su uverenja i učitelja i nastavnika o dečjem razvoju, učenju i vlastitim profesionalnim ulogama u skladu sa savremenim shvatanjima obrazovanja, a da su njihova uverenja o detetu bliža tradicionalnoj pedagoškoj paradigmi. Takođe, pokazalo se da ne postoji povezanost između dužine radnog staža i uključenosti učitelja i nastavnika u projekat »Inkluzija učenika sa teškoćama u razvoju u redovne škole – škola po meri deteta«, s jedne, i njihove implicitne pedagogije, s druge strane.", publisher = "Forum pedagoga Srbije i Crne Gore, Beograd", journal = "Pedagogija", title = "Implicite pedagogies of teachers: Possibilities of limitations for inclusion, Nejavnwe pedagogiki ucxitelej: vozmo"nosti i ogranicxenija inklyzii /vklycxenija/, Implicitne pedagogije nastavnika - mogućnost ili ograničenje za inkluziju", pages = "386-379", number = "3", volume = "69", url = "https://hdl.handle.net/21.15107/rcub_ipir_232" }
Vujačić, M.. (2014). Implicite pedagogies of teachers: Possibilities of limitations for inclusion. in Pedagogija Forum pedagoga Srbije i Crne Gore, Beograd., 69(3), 379-386. https://hdl.handle.net/21.15107/rcub_ipir_232
Vujačić M. Implicite pedagogies of teachers: Possibilities of limitations for inclusion. in Pedagogija. 2014;69(3):379-386. https://hdl.handle.net/21.15107/rcub_ipir_232 .
Vujačić, Milja, "Implicite pedagogies of teachers: Possibilities of limitations for inclusion" in Pedagogija, 69, no. 3 (2014):379-386, https://hdl.handle.net/21.15107/rcub_ipir_232 .