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Teacher's attituted towards teaching as a determinant of their readiness for additional professional special education

Zrinjka Stančić
Lelia Kiš-Glavaš
Ljiljana Igrić

Puni tekst: hrvatski, pdf (8 MB) str. 143-152 preuzimanja: 624* citiraj
APA 6th Edition
Stančić, Z., Kiš-Glavaš, L. i Igrić, Lj. (2001). Stavovi učitelja prema poučavanju kao determinanta njihove spremnosti za dodatno stručno usavršavanje. Hrvatska revija za rehabilitacijska istraživanja, 37 (2), 143-152. Preuzeto s https://hrcak.srce.hr/12480
MLA 8th Edition
Stančić, Zrinjka, et al. "Stavovi učitelja prema poučavanju kao determinanta njihove spremnosti za dodatno stručno usavršavanje." Hrvatska revija za rehabilitacijska istraživanja, vol. 37, br. 2, 2001, str. 143-152. https://hrcak.srce.hr/12480. Citirano 09.12.2019.
Chicago 17th Edition
Stančić, Zrinjka, Lelia Kiš-Glavaš i Ljiljana Igrić. "Stavovi učitelja prema poučavanju kao determinanta njihove spremnosti za dodatno stručno usavršavanje." Hrvatska revija za rehabilitacijska istraživanja 37, br. 2 (2001): 143-152. https://hrcak.srce.hr/12480
Harvard
Stančić, Z., Kiš-Glavaš, L., i Igrić, Lj. (2001). 'Stavovi učitelja prema poučavanju kao determinanta njihove spremnosti za dodatno stručno usavršavanje', Hrvatska revija za rehabilitacijska istraživanja, 37(2), str. 143-152. Preuzeto s: https://hrcak.srce.hr/12480 (Datum pristupa: 09.12.2019.)
Vancouver
Stančić Z, Kiš-Glavaš L, Igrić Lj. Stavovi učitelja prema poučavanju kao determinanta njihove spremnosti za dodatno stručno usavršavanje. Hrvatska revija za rehabilitacijska istraživanja [Internet]. 2001 [pristupljeno 09.12.2019.];37(2):143-152. Dostupno na: https://hrcak.srce.hr/12480
IEEE
Z. Stančić, L. Kiš-Glavaš i Lj. Igrić, "Stavovi učitelja prema poučavanju kao determinanta njihove spremnosti za dodatno stručno usavršavanje", Hrvatska revija za rehabilitacijska istraživanja, vol.37, br. 2, str. 143-152, 2001. [Online]. Dostupno na: https://hrcak.srce.hr/12480. [Citirano: 09.12.2019.]

Sažetak
The process of the educational integration of pupils with delayed cognitive development into regular schools in Republic Croatia has continued for over two decades. Results of scientific investigations, as well as practical experience, show the difficulties but at the same time the ways of overcoming the numerous difficulties which are slowing down its realization.One of the very important assumptions about successful educational integration of pupls with delayed cognitive development is a teacher's additional professional preparation for working with these pupils. The undergraduate education of teachers is insufficient and inadequate. To overcome difficulties in everyday classroom activities, a special program "Education of teachers nad integration of pupils with special needs was created, applied and evaluated.The results of the investigation on a sample of 98 teachers show that a teacher9s decision to enroll in an additional special education program depends significantly on the teacher's attitudes towards teaching.

Ključne riječi
educational integration; pupils with delayed cognitive development; additional professional special education

Hrčak ID: 12480

URI
https://hrcak.srce.hr/12480

[hrvatski]

Posjeta: 1.665 *