engleski

Differences in self-assessments of teachers’ competencies related to integrated education regarding years of work experience

The aim of the research is to investigate the existence of differences in assessments of teachers' own professional competencies related to integrated education regarding years of work experience. The purpose of the research is to gain insight into possible differences between groups regarding years of work experience, which can affect quality of the educational process related to the integrated education of pupils with developmental difficulties. In the data processing, in addition to calculating descriptive data of the scales and frequencies per items, to determine the deviation between observed and expected frequencies, the χ2-test is used. The sample of participants in the study consisted of 202 teachers from eight primary schools in the Istria County, divided in four groups according to years of work experience. The results suggest small differences in estimates of individual competencies between teachers with less and those with the more years of work experience. The results indicate the need for continuous assessment of teachers' responsibility to enable pupils with developmental difficulties education and advancement in accordance with their abilities, as well as the responsibility to discover alternative ways to meet their different needs. The conclusion is that there is a need for continuous professional training during work, but also for a better offer and availability of such training for teachers.

pupils with developmental difficulties, competencies, teachers, self-assessment, lifelong education

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