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master's thesis
Samoprocijenjene kompetencije studenata za inkluzivno poučavanje
Rijeka: University of Rijeka, Faculty of Teacher Education in Rijeka, 2018. urn:nbn:hr:189:980633
Bažon, Nina
University of Rijeka
Faculty of Teacher Education
Section for Interdisciplinary and Natural Sciences

Cite this document

Bažon, N. (2018). Samoprocijenjene kompetencije studenata za inkluzivno poučavanje (Master's thesis). Rijeka: University of Rijeka, Faculty of Teacher Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:189:980633

Bažon, Nina. "Samoprocijenjene kompetencije studenata za inkluzivno poučavanje." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2018. https://urn.nsk.hr/urn:nbn:hr:189:980633

Bažon, Nina. "Samoprocijenjene kompetencije studenata za inkluzivno poučavanje." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2018. https://urn.nsk.hr/urn:nbn:hr:189:980633

Bažon, N. (2018). 'Samoprocijenjene kompetencije studenata za inkluzivno poučavanje', Master's thesis, University of Rijeka, Faculty of Teacher Education, accessed 25 April 2024, https://urn.nsk.hr/urn:nbn:hr:189:980633

Bažon N. Samoprocijenjene kompetencije studenata za inkluzivno poučavanje [Master's thesis]. Rijeka: University of Rijeka, Faculty of Teacher Education; 2018 [cited 2024 April 25] Available at: https://urn.nsk.hr/urn:nbn:hr:189:980633

N. Bažon, "Samoprocijenjene kompetencije studenata za inkluzivno poučavanje", Master's thesis, University of Rijeka, Faculty of Teacher Education, Rijeka, 2018. Available at: https://urn.nsk.hr/urn:nbn:hr:189:980633

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Metadata
TitleSamoprocijenjene kompetencije studenata za inkluzivno poučavanje
AuthorNina Bažon
MentorSanja Skočić Mihić (mentor)
GranterUniversity of Rijeka
Faculty of Teacher Education
(Section for Interdisciplinary and Natural Sciences)
Rijeka
Defense date and country2018, Croatia
Scientific / art field,
discipline and subdiscipline		INTERDISCIPLINARY AREAS OF KNOWLEDGE
Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Abstract
Istraživanja pokazuju da se učitelji kao ključni nosioci obrazovnog procesa ne osjećaju dovoljno kompetentnima za inkluzivno poučavanje. U radu se polazi od pretpostavke da inicijalno obrazovanje učitelja ima značajnu ulogu u stjecanju kompetencija za inkluzivno poučavanje. Cilj istraživanja bio je ispitati samoprocijenjene kompetencije studenata za inkluzivno poučavanje, te utvrditi povezanost sa sociodemografskim obilježjima studenta i razlike s obzirom na mjesto i godinu studija, pohađanje kolegija o inkluzivnom poučavanju i iskustvo volontiranja. U istraživanju je sudjelovalo 218 studenata Učiteljskog fakulteta u Rijeci i Puli. Korištena je Skala samoprocijenjenih kompetencija za inkluzivno poučavanje koje su ispitivale kognitivne kompetencije i emocionalnu nesigurnost studenata. Utvrđena je osrednja kompetentnost studenata za inkluzivno poučavanje učenika s teškoćama i darovitih učenika i osrednja razina nesigurnosti za poučavanje ovih učenika. Nije utvrđena povezanost kognitivne dimenzije s emocionalnom. Njihova razina samoprocjenjenih kompetencija za poučavanje učenika s teškoćama i darovitih učenika povezana je s dobi, godinom studija, volontiranjem, polaganjem obveznih i izbornih kolegija. Volontiranje se i u ovom istraživanju pokazalo značajnim čimbenikom utjecaja na samoprocijenjene kompetencije. Dobiveni rezultati u skladu su s dosadašnjim istraživanjima i upućuju na potrebu promjena u inicijalnom obrazovanju učitelja.
Abstract (english)
Researches show that teachers do not feel confident enough for inclusice teaching. This research strarted from the assumption that formal education, practice and experiential learning affects on a higher level of self-assumption of the competences for inclusive teaching. Aim of the research was to look into students attitudes towards self-assumption of their competences for inclusive teaching and to examine differences considering age, years of education, passed courses and the experience of volunteering. There was 218 students from Faculty of Teacher Education from Pula and Rijeka examined. Midfield competence for inclusive teaching was established. Formal education increases self-assesment of the students. Research shows there is no connection between cognitive competences and emotional uncertainity. Results show significant correlation between age, year of education, competences acquired during volunteering and passed courses during education with emotional uncertainity and cognitive competence. Students has estimated midle level of competences for inclusive teaching. Results are in accordance with previous researches and instructs changes needed in initial education for inclusive teaching.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:189:980633
Study programmeTitle: Integrated graduate and graduate study of Primary School Education
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
RepositoryRepository of the University of Rijeka, Faculty of Teacher Education
Created on2018-07-04 20:28:01

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