Naslov
Preschool Teacher Attitudes and Competencies for Inclusive Teaching: Relation to Available Support in PreschoolInclusion and Teacher Training

Autori
Skočić Mihić, Sanja ; Sekušak-Galešev, Snježana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
ERFCON 2017 Book of Abstracts / Sekušak-Galešev, Snježana...[et al.] - Zagreb : Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu, 2017, 222-222

ISBN
978-953-6418-87-9

Skup
ERFCON 2017 - 9th International Conference of the Faculty of Education and Rehabilitation Sciences

Mjesto i datum
Zagreb, Hrvatska, 17.05.2017. - 19.05.2017

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
preschool ; preschool teacher ; teachers ; inclusive teaching ; attitudes ; competencies

Sažetak
The entire organization of the teaching and learning process, which has to be suitable for all learners, depends on teachers’ attitudes, beliefs, knowledge, skills, and competencies to work in inclusive classrooms. The aim of this study was to determine significant predictors of inclusive teaching skills and attitudes to inclusion among predictive variables as age, total years of teaching experience, teachers’ experience in inclusive teaching, and available support in preschool inclusion such as additional personal, educational material, technology, number of children in classrooms, cooperation with parents and experts. The regional representative sample of 475 preschool teachers, completed the Readiness for Inclusion Scale (Skočić Mihić, 2011). Two-factor were obtained: (1) attitude to preschool inclusion and (2) competence for inclusive teaching, with good psychometric characteristics (α=0, 84- 0, 89). A multiple regression analysis was conducted to evaluate factors related to the characteristics of preschool teachers to their attitudes and self-perceived competencies for inclusive teaching. Preschool teachers' positive attitudes and moderate level of self- perceived competencies for inclusive teaching has been established. A significant predictor of a positive attitude to preschool inclusion and self-perceived competencies was teachers’ perception of available support in preschool inclusion. In and pre-service education in this field increases teachers’ self-perceived competencies for inclusive teaching. Teacher confidence in their ability to address and respond to educational needs of all „diverse“ learners is crucial for successful inclusion. The results are discussed in line with available support in preschool inclusion that should be provided in accordance with the legislation.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Edukacijsko-rehabilitacijske znanosti, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA