Original scientific paper
https://doi.org/10.31192/np.18.3.8
Designing an Inclusive Educational Process: Preschool and Primary School Teachers’ Self-assessment
Jasna Kudek Mirošević
orcid.org/0000-0001-7582-0087
; University of Zagreb, Faculty of Teacher Education, Zagreb, Croatia
Daria Tot
orcid.org/0000-0002-8530-0875
; University of Zagreb, Faculty of Teacher Education, Zagreb, Croatia
Anka Jurčević Lozančić
orcid.org/0000-0002-7090-6110
; University of Zagreb, Faculty of Teacher Education, Zagreb, Croatia
Abstract
How the potentials of the participants in the educational process will be used depends both on their competencies and their self-evaluation of creating an inclusive environment. Expanding, upgrading and self-evaluating the competencies of preschool and primary school teachers include, among other things, planning, preparing, professional development and teaching strategies within individualized curricula that are directed at the child. A questionnaire targeted at preschool and primary school teachers was constructed for this purpose. Based on the self-evaluation of the competencies for creating an inclusive environment, planning, teaching disabled children in appropriate ways and that of their work, this research aims to examine whether there is a correlation between preschool and primary school teachers in regular education institutions (N = 502). It has been hypothesised that there is a correlation between preschool and primary school teachers regarding their years of work experience in the self-evaluation of such competencies. The results confirm the correlation between the preschool and primary school teachers with more work experience in their higher self-assessment when it comes to the inclusive practice and lifelong education in their own education facilities, the one which sufficiently includes a variety of organized forms. Besides, the more experienced preschool and primary school teachers consider themselves more competent at planning and developing individualized curricula.
Keywords
competencies related to working with disabled children; inclusive approach; preschool and primary teachers’ self-evaluation; professional development
Hrčak ID:
246453
URI
Publication date:
23.11.2020.
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