Izvorni znanstveni članak
https://doi.org/10.15516/cje.v26i1.4965
The Self-Evaluation of Teachers’ Competences for Inclusive Teaching in the Conditions of Pre-Pandemic Education
Jasna Kudek Mirošević
orcid.org/0000-0001-7582-0087
; University of Zagreb, Faculty of Teacher Education
Rea Fulgosi Masnjak
; University of Zagreb, Faculty of Education and Rehabilitation Sciences
Siniša Opić
; University of Zagreb, Faculty of Teacher Education
Sažetak
This research has been aimed at discovering how teachers evaluate their own competences for inclusive teaching and support they give learners with disabilities to help them learn. The total of 263 teachers from regular primary schools in the central regions of Croatia participated in this research, for which an adequate questionnaire was designed. The obtained results show that teachers do not consider themselves competent for inclusive teaching, but they do support their learners with disabilities. Seniority (the duration of teaching career) has an impact on their self-evaluation related to competences for inclusion. In inferential statistics, a polystochastic model was used for making conclusions. Such findings indicate, among other things, a need for teachers’ permanent education towards inclusive teaching, especially about their stronger role in unusual life circumstances like pandemic, as well as the encouragement of teachers’ professional development and their acquisition of new competences required for inclusive teaching since teachers represent direct stakeholders in education activities. Having all this in mind, together with the aim to provide education which actively promotes the complete development of every learner, as suggested in the National Strategy of Development until 2030, it is necessary to reform processes within the system of education.
Ključne riječi
competence self-evaluation/self-estimation; education staff; inclusive education
Hrčak ID:
316791
URI
Datum izdavanja:
28.3.2024.
Posjeta: 596 *