Attitude towards inclusion: an important factor in implementing inclusive education
2016
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In the paper Attitude towards inclusion: an important factor in implementing inclusive
education, Vanja Riccarda Kiswarday and Tina Štemberger focused on preschool teachers’ inclusive
competences. The research, in which 124 preschool teachers were included, aims to establish how
they value and assess their competences for inclusion, whereby competences are understood on
three levels: attitude, knowledge, and skills. The authors also checked whether preschool teachers
with longer work experience and those who had attended in-service training for inclusive settings
assessed their inclusive competences higher than others with less experience did. The survey results
indicate that preschool teachers see themselves quite competent for work in inclusive settings – they
rated themselves high in all three dimensions of inclusive competences. It turned out that there are
differences in the assessment of skills and knowledge: teachers with 10 - 20 years of service rated
these dimensions... higher, but no difference could be noticed between teachers in relation to inservice
training for inclusive settings.
Кључне речи:
inclusive education / preschool teachersИзвор:
Challenges and perspectives of inclusive education, 2016, 77-88Издавач:
- 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 - Riccarda Kiswarday, Vanja AU - Štemberger, Tina PY - 2016 UR - http://ipir.ipisr.org.rs/handle/123456789/639 AB - In the paper Attitude towards inclusion: an important factor in implementing inclusive education, Vanja Riccarda Kiswarday and Tina Štemberger focused on preschool teachers’ inclusive competences. The research, in which 124 preschool teachers were included, aims to establish how they value and assess their competences for inclusion, whereby competences are understood on three levels: attitude, knowledge, and skills. The authors also checked whether preschool teachers with longer work experience and those who had attended in-service training for inclusive settings assessed their inclusive competences higher than others with less experience did. The survey results indicate that preschool teachers see themselves quite competent for work in inclusive settings – they rated themselves high in all three dimensions of inclusive competences. It turned out that there are differences in the assessment of skills and knowledge: teachers with 10 - 20 years of service rated these dimensions higher, but no difference could be noticed between teachers in relation to inservice training for inclusive settings. 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 - Attitude towards inclusion: an important factor in implementing inclusive education EP - 88 SP - 77 UR - https://hdl.handle.net/21.15107/rcub_ipir_639 ER -
@inbook{ author = "Riccarda Kiswarday, Vanja and Štemberger, Tina", year = "2016", abstract = "In the paper Attitude towards inclusion: an important factor in implementing inclusive education, Vanja Riccarda Kiswarday and Tina Štemberger focused on preschool teachers’ inclusive competences. The research, in which 124 preschool teachers were included, aims to establish how they value and assess their competences for inclusion, whereby competences are understood on three levels: attitude, knowledge, and skills. The authors also checked whether preschool teachers with longer work experience and those who had attended in-service training for inclusive settings assessed their inclusive competences higher than others with less experience did. The survey results indicate that preschool teachers see themselves quite competent for work in inclusive settings – they rated themselves high in all three dimensions of inclusive competences. It turned out that there are differences in the assessment of skills and knowledge: teachers with 10 - 20 years of service rated these dimensions higher, but no difference could be noticed between teachers in relation to inservice training for inclusive settings.", 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 = "Attitude towards inclusion: an important factor in implementing inclusive education", pages = "88-77", url = "https://hdl.handle.net/21.15107/rcub_ipir_639" }
Riccarda Kiswarday, V.,& Štemberger, T.. (2016). Attitude towards inclusion: an important factor in implementing inclusive education. in Challenges and perspectives of inclusive education Belgrade : Institute for Educational Research., 77-88. https://hdl.handle.net/21.15107/rcub_ipir_639
Riccarda Kiswarday V, Štemberger T. Attitude towards inclusion: an important factor in implementing inclusive education. in Challenges and perspectives of inclusive education. 2016;:77-88. https://hdl.handle.net/21.15107/rcub_ipir_639 .
Riccarda Kiswarday, Vanja, Štemberger, Tina, "Attitude towards inclusion: an important factor in implementing inclusive education" in Challenges and perspectives of inclusive education (2016):77-88, https://hdl.handle.net/21.15107/rcub_ipir_639 .