UČENICI S TEŠKOĆAMA U UVJETIMA NASTAVE NA DALJINU: STAVOVI UČITELJA OSNOVNE ŠKOLE
| Autor: | Bebek, Silvija |
|---|---|
| Přispěvatelé: | Batarelo Kokić, Ivana, Blažević, Ines, Mandarić Vukušić, Anita |
| Jazyk: | chorvatština |
| Rok vydání: | 2022 |
| Předmět: |
nastava na daljinu
SOCIAL SCIENCES. Pedagogy inclusive education inkluzivno obrazovanje nastava na daljinu samoprocjena učitelja spremnost učitelja distance learning teacher self-assessment spremnost učitelja DRUŠTVENE ZNANOSTI. Pedagogija teacher readiness inkluzivno obrazovanje samoprocjena učitelja |
| Popis: | Inkluzivno obrazovanje tijekom nastave na daljinu predstavljalo je velik izazov za učitelje, a kao problem se istaknulo nedovoljno poznavanje spremnosti učitelja iz Republike Hrvatske i Bosne i Hercegovine za rad s učenicima s teškoćama u nastavi na daljinu. Ovim se istraživanjem stoga htjelo ispitati samoprocjenu spremnosti učitelja za provedbu nastave na daljinu te za primjenu inkluzivnih praksi u nastavi na daljinu, kao i povezanost tih dviju samoprocjena. U istraživanju je sudjelovalo 175 učitelja iz RH i BiH, a rezultati su pokazali postojanje statistički značajne razlike u samoprocjeni spremnosti učitelja za primjenu inkluzivnih praksi u nastavi na daljinu s obzirom na dob, državu zaposlenja i iskustvo u podučavanju učenika s teškoćama, a također se pokazalo da postoji statistički značajna povezanost samoprocjene spremnosti za provedbu nastave na daljinu i za primjenu inkluzivnih praksi u nastavi na daljinu kod učitelja. Osim toga, nisu pronađene razlike u samoprocjeni spremnosti učitelja za provedbu nastave na daljinu s obzirom na dob, kao ni razlike u samoprocjeni spremnosti učitelja za primjenu inkluzivnih praksi u nastavi na daljinu s obzirom na nastavnu razinu. Inclusive education during distance learning has presented a great challenge for teachers, and the significant problem was insufficient knowledge about the readiness of teachers from the Republic of Croatia and Bosnia and Herzegovina for working with students with disabilities during distance learning. The aim of this research was to examine the self-assessment of teacher readiness for implementing distance learning and for implementing inclusive practices during distance learning, as well as the connection between those two self-assessments. 175 teachers from Croatia and Bosnia and Herzegovina participated in this research, and the results showed a statistically significant difference in self-assessment of teacher readiness for implementing inclusive practices during distance learning based on their age, country of employment and experience in teaching students with disabilities, and there was also a statistically significant connection between self-assessment of teacher readiness for implementing distance learning and for implementing inclusive practices during distance learning. Apart from that, the results showed no differences in self-assessment of teacher readiness for implementing distance learning based on their age, as well as differences in self-assessment of teacher readiness for implementing inclusive practices during distance learning based on levels of teaching. |
| Databáze: | OpenAIRE |
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