Cilj ovog rada bila je analiza samoprocijenjenih kompetencija odgojitelja za rad s djecom koja pokazuju emocionalne teškoće i probleme u ponašanju. U istraživanju su sudjelovala 82 odgojitelja predškolske djece. Podaci o samoprocjenjenoj kompetentnosti i samoefikasnosti odgojitelja u radu s djecom koja pokazuju emocionalne teškoće i probleme u ponašanju prikupljeni su putem upitnika koji je uključivao modificirane verzije upitnika Teacher´s Sense of Efficacy Scale (Tschannen-Moran i Woolfolk Hoy, 2001) i Teacher Efficacy Scale (Gibson i Dembo, 1984). Rezultati istraživanja pokazuju da odgojitelji svoju samoefikasnost u radu s djecom koja imaju emocionalne teškoće i probleme u ponašanju procjenjuju osrednjom te da su viša razina obrazovanja i kraće radno iskustvo povezani s višom samoprocjenom kompetentnosti.Rezultati istraživanja pokazuju također da su iskustva u radu s ovom djecom pozitivno povezana s većim osjećajem kompetentnosti u odgojitelja. Nadalje, odgojitelji koji bolje procjenjuju svoje kompetencije za rad s djecom koja pokazuju emocionalne teškoće i probleme u ponašanju, također bolje procjenjuju i svoju samoefikasnost glede učenja i poučavanja ove djece. Utvrđeno je također da odgojitelji malo znanja stječu tijekom svog inicijalnog obrazovanja, a više kroz samostalan rad i dodatne edukacije. Odgojitelji koji svoje znanje stečeno kroz samostalan rad procjenjuju boljim, osjećaju se i kompetentnijima za rad s djecom koja pokazuju emocionalne teškoće i probleme u ponašanju.
The article explores the attitudes of primary school teachers towards the inclusion of children with special needs in mainstream educational programs in primary schools. The theoretical part discusses the requirements of the new school system imposed on teachers. The empirical part presents a study on the attitudes of primary school teachers towards the inclusion of children with special needs in mainstream primary schools and on whether there are differences in attitudes between younger and older teachers. Descriptive and inferential methods of empirical pedagogical research were used in this paper. The data was collected through an online questionnaire filled out by primary school teachers across Slovenia. The study results showed that all teachers, regardless of age, feel that they are not sufficiently trained to work with children with special educational needs and disabilities (SEND). At the same time, they agree that they did not acquire enough skills during their undergraduate studies to work with these children. Furthermore, the teachers feel they do not have enough experience working with these children. At the same time, they agree that the children with SEND should be included in programs specifically tailored to their needs and not in mainstream primary school programs. Additionally, the results have shown that teachers think it is necessary to set different educational goals for children with SEND than for other students. The teachers feel that working with children with SEND means additional work. However, they think that the inclusion of children with SEND in mainstream educational programs is not assessed as problematic. They feel that other students are also specifically addressed in the class with children with SEND. However, older teachers than younger ones believe they did not acquire enough knowledge during their undergraduate studies.
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