Naslov
Perceived teachers’ inclusive competencies and professional development

Autori
Skočić Mihić, Sanja ; Jurčić Malinarić, Kristina ; Čepić, Renata

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
ICERI2022 Proceedings:15th annual International Conference of Education, Research and Innovation / Gómez Chova, L., López Martínez, A., Lees, J. - Valencia : International Academy of Technology, Education and Development (IATED), 2022, 5490-5497

ISBN
978-84-09-45476-1

Skup
15th annual International Conference of Education, Research and Innovation (ICERI 2022)

Mjesto i datum
Sevilla, Španjolska, 07.11.2022. - 09.11.2022

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Competencies ; Teachers ; Students ; Severe learning difficulties ; Professional development.

Sažetak
Diversity and inclusive education are central educational topics in contemporary education. This study aimed to examine (1) differences in teachers' perceived competencies in teaching students with severe learning difficulties and sociodemographic variables and (2) participation in professional development during pre-service (report of attendance of course on teaching students with special educational needs) and in- service training in the field of inclusive teaching. A total of 292 lower primary education and subject teachers working in Primorje, Gorski kotar and Međimurje counties participated in the survey. The Scale of competencies for teaching students with severe disabilities was used. A factor with good metric properties was identified, which describes teachers' knowledge and skill, motivation, use of inclusive teaching strategies for students with severe disabilities. Findings indicated that senior teachers perceived higher levels of own competency in teaching students with severe disabilities. Gender, county, teacher position, and level of education are not relevant in their perception. On the other hand, teachers differ in their self-assessments related to the statement about the course taken during the study and participation in professional development in teaching students with disabilities. Teachers who reported having taken a course on teaching students with special educational needs during their studies and those who had participated in professional development in the field of inclusive teaching perceived themselves as more competent. The quality of teaching students with severe learning difficulties is primarily related to teacher competencies and their effectiveness in responding to students' needs in learning education content and achieving learning outcomes. The results of this study highlighted the role of professional development in strengthening teacher competencies in inclusive lower primary educations.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Edukacijsko-rehabilitacijske znanosti

POVEZANOST RADA