Evaluating Future School Counselors’ Competences for Inclusive Education

Abstract

The article discusses results of a study that evaluated university students' competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were familiar with theories on inclusion as an educational concept and had some relevant field experience, analyzed and reflected upon inclusion-related, real-life situations. The authors also aimed to establish any differences in views and explanations depending on students' average grades and whether students have experience working in inclusive settings. A questionnaire was developed that consisted of seven questions related to independent variables (e.g., average grade, experience with working in inclusive settings) and six open-ended questions related to a real-life situation. The results indicate that most students understand at least the basic elements of the broader definition of inclusion and can provide some ideas for improvement of practice. Interestingly, students' grades do not seem to be a decisive factor, but field experience does play a role in students' competencies related to inclusive education.

Cognitive fusion on counselor performance : A comparative study of the experienced and novice counselor

“…The process of internal state reflection can be influenced by various factors, from evaluation and supervision processes (Mažgon et al, 2018;Schofield & Grant, 2013) to research activities on the counseling process and itself to improve internally. In particular, supervision activities provide the chance for thorough reflection (Kernberg, 2019;Lysaker et al, 2019).…”

Describing the Competence Perception Levels of Physical Education and Sports Teachers in Integrative Practices: Kirşehir Province Example

“…In many studies in the literature, it has been concluded that teachers find themselves competent in inclusive practices. (Everington, Stevens, & Winters, 1999;Mirošević, 2016;Mažgon, Jeznik, & Ermenc, 2018;Şimşek, 2019;Akdal, Bozdağ, Aydın, & Aşkan, 2020;Dayı, Açıkgöz, & Elçi, 2020). The presence of information about inclusive education in the content of teacher training programs will contribute to the more qualified preservice teachers' training and to see themselves competent.…”

Stališča (bodočih) pedagoških delavcev kot temelj kakovostnega vključevanja otrok priseljencev

“…učiteljev z medkulturno zmožnostjo. Ključni so kakovostno izobraževanje in stališča, ki vplivajo na učiteljevo vedenje v razredu (Lesar 2007;Peček, Ermenc 2016;Mažgon, Jeznik, Ermenc 2018). Stališča predstavljajo pripravljenost posameznika za določeno ravnanje in usmerjajo njegove odnose in ravnanje v konkretnih učno-vzgojnih situacijah in so še zlasti pomembna pri odločanju, katero metodo ali postopek uporabiti, kadar postopki niso predpisani ali rutinski (Razdevšek Pučko 1990).…”