Inkluzivna obrazovna praksa: procjena samoefikasnosti učitelja razredne i predmetne nastave
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| Titel: | Inkluzivna obrazovna praksa: procjena samoefikasnosti učitelja razredne i predmetne nastave |
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| Autoren: | Radetić-Paić, Mirjana, Marković, Vanja |
| Verlagsinformationen: | 2025. |
| Publikationsjahr: | 2025 |
| Schlagwörter: | učitelji razredne nastave, inclusive practice, samoefikasnost, učitelji predmetne nastave, classroom teachers, self-efficacy, inkluzivno obrazovanje, subject teachers |
| Beschreibung: | In addition to positive attitudes towards inclusive education, teachers' beliefs about their self-efficacy are an integral part of a teacher's competence profile. In the context of factors influencing teacher self-efficacy for inclusive practice, this research aims to determine the differences in self-assessed self-efficacy of Croatian elementary school classroom and subject teachers (N=357) with the purpose of determining the nature of these differences. Research has shown that statistically significant differences in self-assessed self-efficacy for inclusive practice between the classroom and subject teachers are visible in the areas of self-efficacy for inclusive teaching, self-efficacy for cooperation, self-efficacy for behavior management, and self-efficacy for an inclusive school environment. The discriminant analysis was used to determine the latent dimensions of differences between classroom and subject teachers in self-assessments of self-efficacy for inclusive practice. The results of the discriminant analysis indicate that the discriminant function represents teacher self-efficacy for encouraging inclusiveness and acceptance of diversity, i.e., self-efficacy for inclusive practice in such a way that it is higher in class teachers than in subject teachers. The scientific contribution of this paper is in obtaining results based on scientific research that offers an insight into the structure of self-assessed self-efficacy for the inclusive practice of selected elementary school teachers in the Republic of Croatia and understanding the connection of individual components of self-efficacy with factors that could affect it, especially when it comes to subject teachers. The results can serve as guidelines for the development of specific professional development programs for the development of self-efficacy for inclusive practice intended for teachers in the broadest sense. Uz pozitivne stavove prema inkluzivnom obrazovanju, uvjerenja učitelja o vlastitoj samoefikasnosti sastavni su dio učiteljeva kompetencijskog profila. U kontekstu čimbenika koji utječu na učiteljsku samoefikasnost za inkluzivnu praksu, cilj ovog istraživanja je utvrđivanje razlika u samoprocijenjenoj samoefikasnosti istarskih učitelja predmetne i razredne nastave (N=357) sa svrhom utvrđivanja prirode tih razlika. Rezultati diskriminacijske analize upućuju da diskriminacijska funkcija predstavlja učiteljsku samoefikasnost za poticanje uključivosti i prihvaćanje različitosti tj. samoefikasnost za inkluzivnu praksu na način da je ona veća kod učitelja razredne nastave nego kod učitelja predmetne nastave. Znanstveni doprinos ovog rada je dobivanju rezultata temeljenih na znanstvenim istraživanju koji nude uvid u strukturu samoprocijenjene samoefikasnosti učitelja pojedinih osnovnih škola u Republici Hrvatskoj za inkluzivnu praksu i razumijevanje povezanosti pojedinih komponenti samoefikasnosti s čimbenicima koji bi na nju mogli utjecati kada se radi posebice o učiteljima predmetne nastave. Pri tome rezultati mogu poslužiti kao smjernice za izradu specifičnih programa stručnog usavršavanja za razvoj samoefikasnosti za inkluzivnu praksu namijenjenog učiteljima u najširem smislu. |
| Publikationsart: | Conference object |
| Zugangs-URL: | https://hub.ufzg.hr/books/zbornikbook-of-proceedings-stoo4/page/inkluzivna-obrazovna-praksa-procjena-samoefikasnosti-ucitelja-razredne-i-predmetne-nastave |
| Dokumentencode: | edsair.dris...01492..1c6b1d0b7b0017f8fc138da693e9ecd9 |
| Datenbank: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | In addition to positive attitudes towards inclusive education, teachers' beliefs about their self-efficacy are an integral part of a teacher's competence profile. In the context of factors influencing teacher self-efficacy for inclusive practice, this research aims to determine the differences in self-assessed self-efficacy of Croatian elementary school classroom and subject teachers (N=357) with the purpose of determining the nature of these differences. Research has shown that statistically significant differences in self-assessed self-efficacy for inclusive practice between the classroom and subject teachers are visible in the areas of self-efficacy for inclusive teaching, self-efficacy for cooperation, self-efficacy for behavior management, and self-efficacy for an inclusive school environment. The discriminant analysis was used to determine the latent dimensions of differences between classroom and subject teachers in self-assessments of self-efficacy for inclusive practice. The results of the discriminant analysis indicate that the discriminant function represents teacher self-efficacy for encouraging inclusiveness and acceptance of diversity, i.e., self-efficacy for inclusive practice in such a way that it is higher in class teachers than in subject teachers. The scientific contribution of this paper is in obtaining results based on scientific research that offers an insight into the structure of self-assessed self-efficacy for the inclusive practice of selected elementary school teachers in the Republic of Croatia and understanding the connection of individual components of self-efficacy with factors that could affect it, especially when it comes to subject teachers. The results can serve as guidelines for the development of specific professional development programs for the development of self-efficacy for inclusive practice intended for teachers in the broadest sense.<br />Uz pozitivne stavove prema inkluzivnom obrazovanju, uvjerenja učitelja o vlastitoj samoefikasnosti sastavni su dio učiteljeva kompetencijskog profila. U kontekstu čimbenika koji utječu na učiteljsku samoefikasnost za inkluzivnu praksu, cilj ovog istraživanja je utvrđivanje razlika u samoprocijenjenoj samoefikasnosti istarskih učitelja predmetne i razredne nastave (N=357) sa svrhom utvrđivanja prirode tih razlika. Rezultati diskriminacijske analize upućuju da diskriminacijska funkcija predstavlja učiteljsku samoefikasnost za poticanje uključivosti i prihvaćanje različitosti tj. samoefikasnost za inkluzivnu praksu na način da je ona veća kod učitelja razredne nastave nego kod učitelja predmetne nastave. Znanstveni doprinos ovog rada je dobivanju rezultata temeljenih na znanstvenim istraživanju koji nude uvid u strukturu samoprocijenjene samoefikasnosti učitelja pojedinih osnovnih škola u Republici Hrvatskoj za inkluzivnu praksu i razumijevanje povezanosti pojedinih komponenti samoefikasnosti s čimbenicima koji bi na nju mogli utjecati kada se radi posebice o učiteljima predmetne nastave. Pri tome rezultati mogu poslužiti kao smjernice za izradu specifičnih programa stručnog usavršavanja za razvoj samoefikasnosti za inkluzivnu praksu namijenjenog učiteljima u najširem smislu. |
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