Inkluzivna praksa i samoefikasnost budućih specijalnih edukatora
Inclusive practices and self-efficacy of future special educators
dc.contributor | Glumbić Nenad | |
dc.contributor | Vučinić Vesna | |
dc.creator | Brojčin, Branislav | |
dc.creator | Banković, Slobodan | |
dc.creator | Glumbić, Nenad | |
dc.date.accessioned | 2021-06-17T12:52:07Z | |
dc.date.available | 2021-06-17T12:52:07Z | |
dc.date.issued | 2012 | |
dc.identifier.isbn | 978-86-6203-037-5 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/1992 | |
dc.description.abstract | Samoefikasnost upućuje na verovanja osobe u pogledu sopstvenih kapaciteta, koja određuju kako će se osoba osećati, razmišljati, motivisati sebe i kako će se ponašati u datom kontekstu. Nastavnici moraju verovati da njihovo ponašanje može uticati na obrazovanje njihovih učenika. Oni moraju biti svesni svojih sposobnosti da donesu ključne odluke koje će imati uticaj na njihove profesionalne uloge i na postignuća njihovih učenika. Bez obzira na oblik podrške koju će pružati detetu, roditeljima i redovnom nastavniku budući specijalni edukatori moraju biti uvereni da vladaju znanjima i veštinama potrebnim za rad u inkluzivnom okruženju. Cilj ovog istraživanja je da ustanovi kako studenti završne godine akademskih studija FASPER-a, studijskog programa Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju, procenjuju sopstvenu kompetentnost u pogledu veština važnih za inkluzivno obrazovanje. Uzorak čini 31 student FASPER-a. Oni su na kraju osmog semestra popunjavali skalu Uspešnost nastavnika u inkluzivnoj praksi. Dobijeni rezultati pokazuju da se studenti osećaju kompetentim u pogledu veština potrebih za rad u inkluzivnom obrazovnom okruženju (prosečan skor4,55 od makimalnih 6). Ispitanici su posebno uvereni u sopstvene sposobnosti da sarađuju sa roditeljima, nastavnicima i drugim osobama uključenim u inkluzivni proces, dok nešto manje samopouzdanja imaju kada su u pitanju nastava i upravljanje ponašanjem u inkluzivnom razredu. Rad pokazuje da se ispitivani studenti osećaju spremnim da preuzmu odogovarajuću ulogu u procesu inkluzivnog obrazovanja i sagledava aspekte njihovog obrazovanja koje u ovom pogledu treba nadalje unapređivati. | |
dc.description.abstract | Selfefficacy is related to beliefs in one's own capacities, which determine the way a person tends to feel, think, motiva te him-or herself or behave in certain context. Teachers must believe that their behaviour can affect education of their students. They have to be aware of their strengths to make key decisions, which further impact their professional roles and students' achievements. Future special educators have to be convinced that they have the knowledge and skills needed for working in inclusive setting, irrespective of the model of support provided for children, parents and regular schools teachers. The objective of this research is to determine how fourth-year students from the Department of Special Education and Rehabilitation of the Persons with Mental Disabilities (Faculty of Special Education and Rehabilitation, FASPER}, perceive their own competences regarding the skills necessary for inclusive education. The sample consisted of 31 students, who were asked, at the end of the school year, to fulfil the scale known as The Teacher Efficacy for Inclusive Practices. The obtained results show that students feel themselves competent in respect to the skills needed for working in inclusive environment (the average score was 4.55 out of 6). The students were especially convinced in their abilities to cooperate with parents, teachers and other persons involved in inclusive process. They were somewhat less confident in organizing education process and behaviour management within the inclusive classroom. Obtained results indicate that the interviewed students feel capable of taking an adequate role in the process ofinclusive education and point to certain aspects of their education which should be improved. | |
dc.language | sr | |
dc.publisher | Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation | |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179017/RS// | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | VI međunarodni naučni skup 'Specijalna edukacija i rehabilitacija danas“ Zbornik radova | |
dc.source | Zbornik radova – 6. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 14–16.09.2012 | |
dc.subject | inkluzivno obrazovanje | |
dc.subject | samoefikasnost | |
dc.subject | studenti | |
dc.subject | inclusive education | |
dc.subject | se/fefficacy | |
dc.subject | students | |
dc.title | Inkluzivna praksa i samoefikasnost budućih specijalnih edukatora | sr |
dc.title | Inclusive practices and self-efficacy of future special educators | |
dc.type | conferenceObject | |
dc.rights.license | BY-SA | |
dc.citation.epage | 236 | |
dc.citation.other | http://www.icf.fasper.bg.ac.rs/zbornici/2012-spec_edu_i_reh-danas.pdf | |
dc.citation.spage | 231 | |
dc.description.other | VI međunarodni naučni skup Specijalna edukacija i rehabilitacija danas | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/9043/Untitled33.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_1992 | |
dc.type.version | publishedVersion |