Osmišljavanje inkluzivnoga odgojno-obrazovnog procesa - Samoprocjena odgojitelja i učitelja

Mirošević, Jasna Kudek; Tot, Daria; Lozančić, Anka Jurčević

doi:10.31192/np.18.3.8

Cited by 3 publications

(3 citation statements)

References 1 publication

(1 reference statement)

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“…Thus, the school enriches family education, and the family, along with teachers, above all represents a strong social role model for children. By setting good examples, parents can encourage models of behaviour that will develop their children's awareness of avoiding violent and unacceptable forms of behaviour and create a positive and responsible attitude towards their health, safety, and the safety of others (Kudek Mirošević et al, 2020). Therefore, these results point to the need to strengthen and continuously improve school prevention programs aimed to create partnerships and a positive school and family atmosphere encouraging learners' progress and desire to learn and improve.…”

Section: Resultsmentioning

confidence: 99%

Mutual Relations among Personal, Social and Organizational Factors in The Process of Education

Kudek Mirošević,

Tot,

Jurčević Lozančić

2022

Proceedings of the 5th International Conference on Research in Teaching and Education

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The education process is most importantly aimed at optimal children's development and their successful learning. School, thus, has a task to provide safety, underlying the clear rules of behaviour and zero tolerance for violence, and to create a positive and stimulating atmosphere. Such school approach is based on dynamic mutual relations among learners, their families, teachers, classes, the entire school, and a wider social context in which the school exists and operates. In a high-quality school, individual differences are accepted, and no one is excluded from the process of making more important decisions. Therefore, it is vital to see how much the school recognizes, encourages, and frees learners' natural curiosity as well as their critical assessment of their own and social values. In order to contribute to creating a positive school atmosphere and thus encourage the learners' progress and their wish to learn, this paper examines learners' opinions about their own behaviour, satisfaction with school and ways of teaching, and the quality of family environment (a questionnaire has been designed for this purpose). The research was conducted in one primary school in the Zagreb area, including 114 seventh-and eighthgraders. To determine the grade-and gender-related differences, the non-parametric Mann-Whitney test was used for testing significance between two independent samples. With the purpose of creating a positive school atmosphere, mutual relations among learners' personal and social, and the schools' organizational factors have been analysed, and the results show a statistically significant difference in the learners' opinions about the non-acceptable forms of behaviour, as well as the quality of the family environment, effective parenting, and the perception of personal and social development. There is a statistically significant difference between seventh-and eighth-graders in their self-assessments of the development of a positive responsible attitude towards their health and safety, ability to recognize the consequences of their own and others' actions, acceptance of rules of cooperation, and attitudes about family environment. These results in the process of education raise additional questions that can serve to further elaborate the methodology and search for ways to develop self-evaluation and prevention programs in the future, making them a more efficient and effective approach to improving the overall school work.

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Section: Resultsmentioning

confidence: 99%

Mutual Relations among Personal, Social and Organizational Factors in The Process of Education

Kudek Mirošević,

Tot,

Jurčević Lozančić

2022

Proceedings of the 5th International Conference on Research in Teaching and Education

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“…In this context, preschool educational institutions play a special role in creating the proper environment. If teachers understand the benefits of inclusive education, they have the knowledge and skills about the educational abilities and needs of children with special educational needs and have received appropriate training and experience in working with all pupils (Brcic et al, 2020; Mirošević et al, 2020; Sunko et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Retracted: Practical implementation of inclusive preschool education in Ukraine

Калініна

Карнаухова

Машовець

et al. 2022

Review of Education

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The right of children with special needs to education is realised through the introduction of inclusive education. Such practice is common in many countries around the world. An inclusive setting in early childhood education protects children from segregation and negative attitudes from others. In Ukraine, in connection with European integration, preschool inclusive education is actively developing. Accordingly, studying of inclusive education and the practice of preschool educational institutions for children with special educational needs in the country is relevant, and determining the specifics of this process became the purpose of this study. Analysis of the legal framework, method of comparative analysis, synthesis and analysis of quantitative indicators, questionnaires, systematisation and generalisation of statistical data were used during the research. A comparison of inclusive preschool education implementation experience in the European Union (EU) and Ukraine was conducted and the main trends in the development and implementation of inclusive education in Ukraine were identified. It was found that membership in the EU has a positive effect on both pre‐primary education in the member states and the practice of inclusive education. This study can be useful for educators and policy makers in Ukraine for developing ways to improve the situation with inclusive education both in preschool educational institutions and in schools, as well as for educators and policy makers from other countries, especially the Commonwealth of Independent States (CIS) countries, where similar processes are taking place in their educational systems.

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“…In such a context, professional development of preschool teachers, experience, attitudes and knowledge are key indicators of quality inclusive practice. Preschool teachers need to be informed and prepared for designing and implementing individualised approaches that would satisfy various needs of childrenin education groups (Crane- Mitchell & Hedge, 2007;Kudek Mirošević et. al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Family in Focus – Research into the Attitudes and Practices of Preschool Teachers in the Time of the COVID-19 Pandemic

Lozančić¹,

Mirošević²

2021

Proceedings of the 4th International Conference on Future of Teaching and Education

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Inclusive practice in education institutions implies that differences are excluded, not just by respecting and tolerating them but also by designing educational activities aimed at creating a supportive and inclusive environment, especially in the time of the COVID-19 pandemic. Preschool teachers who know how to communicate very well show their respect towards parents, take their worries, feelings and questions into account as important indicators which deepen the mutual understanding necessary for ensuring the child's optimal development. The role of preschool teachers thus becomes more complex and demanding, which means that they continuously need to learn new things, develop new competences, and consequently improve the partnership based on reciprocity and togetherness. The aim of this paper is to establish the specificities of inclusive practice through self-assessment of preschool teachers' (N=438) competences for cooperation with parents, and the Questionnaire about the inclusive practise and partnership cooperation between preschool teachers and parents during the outof-the-ordinary life circumstances caused by the COVID-19 pandemic was used for that purpose. The obtained results are presented in the form of basic descriptive values, the Pearson correlation coefficient and the ANOVA test were used to support them statistically, and the post-hoc analysis (Fisher's LSD test) was performed in order to establish the differences. The results have shown that the preschool teachers, who obtained more professional development, consider themselves more competent in online work and think they are better at giving instructions and feedback to parents via digital media. The study indicates the significance of preschool teachers' lifelong training, which should help them acquire new competences for the partnership with parents as viewed from the perspective of educational inclusion.

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Osmišljavanje inkluzivnoga odgojno-obrazovnog procesa - Samoprocjena odgojitelja i učitelja

Cited by 3 publications

References 1 publication

Mutual Relations among Personal, Social and Organizational Factors in The Process of Education

Mutual Relations among Personal, Social and Organizational Factors in The Process of Education

Retracted: Practical implementation of inclusive preschool education in Ukraine

Family in Focus – Research into the Attitudes and Practices of Preschool Teachers in the Time of the COVID-19 Pandemic

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