Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools
Uticaj iskustva i obučenosti nastavnika na njihove stavove prema obrazovanju dece sa oštećenjem vida u srednjim školama
Apstrakt
As a contemporary educational tendency, inclusion captures a great deal of attention from researchers, and hence there are numerous studies dealing with various aspects of this process. This paper is aimed at studying whether experience in work with children with impaired vision and training for work with children with disabilities lead to differences in teacher evaluations of: (a) the problems the children with impaired vision are facing in regular school; (b) readiness of regular school for inclusive education of this group of children. The sample comprised 63 teachers in regular secondary schools: 54% have had previous experience in working with children with impaired vision, while 42.9% attended training for work with children with disabilities. The results of two-factor analysis (ANOVA) suggest that teacher experience and training have an independent effect on their evaluations. Compared to the teachers without experience in work with visually impaired children, the teachers who h...ave had this experience evaluate considerably lower the problems of adaptation and students' fitting in school environment, complying with the demands of compulsory curriculum and the level of teacher education, while they evaluate much higher school readiness when it comes to the level of training of teaching staff. The teachers trained for work with children with disabilities evaluate lower than teachers without previous training the student problems in the accomplishment of the compulsory curriculum and much higher teacher training, adjustment of textbooks and teaching aids. The obtained findings indicate that teacher experience and training play a significant role in teacher readiness for inclusive education.
Inkluzija, kao savremena obrazovna tendencija, izaziva veliku pažnju istraživača i u tom smislu postoje brojne studije koje se bave različitim aspektima ovog procesa. Cilj rada bio je da se ispita da li iskustvo u radu sa decom oštećenog vida i obučenost za rad sa decom sa smetnjama u razvoju dovode do razlika u nastavničkim ocenama: (a) problema sa kojima se suočavaju deca sa oštećenjem vida u redovnoj školi i (b) pripremljenosti redovne škole za inkluzivno obrazovanje ove grupe dece. Uzorak su činila 63 nastavnika redovnih srednjih škola: 54% je imalo prethodno iskustvo u radu sa decom oštećenog vida, a 42.9% je prošlo obuku za rad sa decom sa smetnjama u razvoju. Rezultati dvofaktorske analize (ANOVA) sugerišu da iskustvo i obučenost nastavnika imaju nezavisan efekat na dobijene ocene. Nastavnici, koji imaju iskustvo u radu s decom oštećenog vida, probleme prilagođavanja i uklapanja učenika u školsku sredinu, ispunjavanje zahteva obaveznog kurikuluma i edukovanost nastavnika, ocenju...ju značajno nižim ocenama, a pripremljenost škole kada je reč o obučenosti nastavničkog kadra značajno višom ocenom od nastavnika koji nemaju ovo iskustvo. Nastavnici obučeni za rad s decom sa smetnjama u razvoju probleme učenika u realizaciji obaveznog kurikuluma ocenjuju nižom ocenom, a obučenost nastavnika, prilagođenost udžbenika i nastavnih sredstava značajno višim ocenama od nastavnika bez prethodne obuke. Dobijeni nalazi ukazuju da iskustvo i obučenost nastavnika imaju značajnog udela u spremnosti nastavnika za inkluzivno obrazovanje.
Ključne reči:
inclusion / teacher experience and training / children with impaired vision / inkluzija / iskustvo i obučenost nastavnika / deca sa oštećenjem vidaIzvor:
Zbornik Instituta za pedagoška istraživanja, 2011, 43, 1, 122-138Izdavač:
- Institut za pedagoška istraživanja, Beograd
Institucija/grupa
rFASPERTY - JOUR AU - Jablan, Branka AU - Jolić Marjanović, Zorana AU - Grbović, Aleksandra PY - 2011 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/435 AB - As a contemporary educational tendency, inclusion captures a great deal of attention from researchers, and hence there are numerous studies dealing with various aspects of this process. This paper is aimed at studying whether experience in work with children with impaired vision and training for work with children with disabilities lead to differences in teacher evaluations of: (a) the problems the children with impaired vision are facing in regular school; (b) readiness of regular school for inclusive education of this group of children. The sample comprised 63 teachers in regular secondary schools: 54% have had previous experience in working with children with impaired vision, while 42.9% attended training for work with children with disabilities. The results of two-factor analysis (ANOVA) suggest that teacher experience and training have an independent effect on their evaluations. Compared to the teachers without experience in work with visually impaired children, the teachers who have had this experience evaluate considerably lower the problems of adaptation and students' fitting in school environment, complying with the demands of compulsory curriculum and the level of teacher education, while they evaluate much higher school readiness when it comes to the level of training of teaching staff. The teachers trained for work with children with disabilities evaluate lower than teachers without previous training the student problems in the accomplishment of the compulsory curriculum and much higher teacher training, adjustment of textbooks and teaching aids. The obtained findings indicate that teacher experience and training play a significant role in teacher readiness for inclusive education. AB - Inkluzija, kao savremena obrazovna tendencija, izaziva veliku pažnju istraživača i u tom smislu postoje brojne studije koje se bave različitim aspektima ovog procesa. Cilj rada bio je da se ispita da li iskustvo u radu sa decom oštećenog vida i obučenost za rad sa decom sa smetnjama u razvoju dovode do razlika u nastavničkim ocenama: (a) problema sa kojima se suočavaju deca sa oštećenjem vida u redovnoj školi i (b) pripremljenosti redovne škole za inkluzivno obrazovanje ove grupe dece. Uzorak su činila 63 nastavnika redovnih srednjih škola: 54% je imalo prethodno iskustvo u radu sa decom oštećenog vida, a 42.9% je prošlo obuku za rad sa decom sa smetnjama u razvoju. Rezultati dvofaktorske analize (ANOVA) sugerišu da iskustvo i obučenost nastavnika imaju nezavisan efekat na dobijene ocene. Nastavnici, koji imaju iskustvo u radu s decom oštećenog vida, probleme prilagođavanja i uklapanja učenika u školsku sredinu, ispunjavanje zahteva obaveznog kurikuluma i edukovanost nastavnika, ocenjuju značajno nižim ocenama, a pripremljenost škole kada je reč o obučenosti nastavničkog kadra značajno višom ocenom od nastavnika koji nemaju ovo iskustvo. Nastavnici obučeni za rad s decom sa smetnjama u razvoju probleme učenika u realizaciji obaveznog kurikuluma ocenjuju nižom ocenom, a obučenost nastavnika, prilagođenost udžbenika i nastavnih sredstava značajno višim ocenama od nastavnika bez prethodne obuke. Dobijeni nalazi ukazuju da iskustvo i obučenost nastavnika imaju značajnog udela u spremnosti nastavnika za inkluzivno obrazovanje. PB - Institut za pedagoška istraživanja, Beograd T2 - Zbornik Instituta za pedagoška istraživanja T1 - Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools T1 - Uticaj iskustva i obučenosti nastavnika na njihove stavove prema obrazovanju dece sa oštećenjem vida u srednjim školama EP - 138 IS - 1 SP - 122 VL - 43 DO - 10.2298/ZIPI1101122J ER -
@article{ author = "Jablan, Branka and Jolić Marjanović, Zorana and Grbović, Aleksandra", year = "2011", abstract = "As a contemporary educational tendency, inclusion captures a great deal of attention from researchers, and hence there are numerous studies dealing with various aspects of this process. This paper is aimed at studying whether experience in work with children with impaired vision and training for work with children with disabilities lead to differences in teacher evaluations of: (a) the problems the children with impaired vision are facing in regular school; (b) readiness of regular school for inclusive education of this group of children. The sample comprised 63 teachers in regular secondary schools: 54% have had previous experience in working with children with impaired vision, while 42.9% attended training for work with children with disabilities. The results of two-factor analysis (ANOVA) suggest that teacher experience and training have an independent effect on their evaluations. Compared to the teachers without experience in work with visually impaired children, the teachers who have had this experience evaluate considerably lower the problems of adaptation and students' fitting in school environment, complying with the demands of compulsory curriculum and the level of teacher education, while they evaluate much higher school readiness when it comes to the level of training of teaching staff. The teachers trained for work with children with disabilities evaluate lower than teachers without previous training the student problems in the accomplishment of the compulsory curriculum and much higher teacher training, adjustment of textbooks and teaching aids. The obtained findings indicate that teacher experience and training play a significant role in teacher readiness for inclusive education., Inkluzija, kao savremena obrazovna tendencija, izaziva veliku pažnju istraživača i u tom smislu postoje brojne studije koje se bave različitim aspektima ovog procesa. Cilj rada bio je da se ispita da li iskustvo u radu sa decom oštećenog vida i obučenost za rad sa decom sa smetnjama u razvoju dovode do razlika u nastavničkim ocenama: (a) problema sa kojima se suočavaju deca sa oštećenjem vida u redovnoj školi i (b) pripremljenosti redovne škole za inkluzivno obrazovanje ove grupe dece. Uzorak su činila 63 nastavnika redovnih srednjih škola: 54% je imalo prethodno iskustvo u radu sa decom oštećenog vida, a 42.9% je prošlo obuku za rad sa decom sa smetnjama u razvoju. Rezultati dvofaktorske analize (ANOVA) sugerišu da iskustvo i obučenost nastavnika imaju nezavisan efekat na dobijene ocene. Nastavnici, koji imaju iskustvo u radu s decom oštećenog vida, probleme prilagođavanja i uklapanja učenika u školsku sredinu, ispunjavanje zahteva obaveznog kurikuluma i edukovanost nastavnika, ocenjuju značajno nižim ocenama, a pripremljenost škole kada je reč o obučenosti nastavničkog kadra značajno višom ocenom od nastavnika koji nemaju ovo iskustvo. Nastavnici obučeni za rad s decom sa smetnjama u razvoju probleme učenika u realizaciji obaveznog kurikuluma ocenjuju nižom ocenom, a obučenost nastavnika, prilagođenost udžbenika i nastavnih sredstava značajno višim ocenama od nastavnika bez prethodne obuke. Dobijeni nalazi ukazuju da iskustvo i obučenost nastavnika imaju značajnog udela u spremnosti nastavnika za inkluzivno obrazovanje.", publisher = "Institut za pedagoška istraživanja, Beograd", journal = "Zbornik Instituta za pedagoška istraživanja", title = "Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools, Uticaj iskustva i obučenosti nastavnika na njihove stavove prema obrazovanju dece sa oštećenjem vida u srednjim školama", pages = "138-122", number = "1", volume = "43", doi = "10.2298/ZIPI1101122J" }
Jablan, B., Jolić Marjanović, Z.,& Grbović, A.. (2011). Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools. in Zbornik Instituta za pedagoška istraživanja Institut za pedagoška istraživanja, Beograd., 43(1), 122-138. https://doi.org/10.2298/ZIPI1101122J
Jablan B, Jolić Marjanović Z, Grbović A. Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools. in Zbornik Instituta za pedagoška istraživanja. 2011;43(1):122-138. doi:10.2298/ZIPI1101122J .
Jablan, Branka, Jolić Marjanović, Zorana, Grbović, Aleksandra, "Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools" in Zbornik Instituta za pedagoška istraživanja, 43, no. 1 (2011):122-138, https://doi.org/10.2298/ZIPI1101122J . .