Challenges in the application of didactic-methodical procedures in inclusive teaching
Sažetak
Uvod: Brojni faktori povezani su sa uspešnom implementacijom obrazovne inkluzije, a učitelji moraju da pruže adekvatnu podršku učenicima sa teškoćama dok se istovremeno na tom putu nose sa mnogim izazovima. Cilj: Cilj ovog istraživanja bio je da se utvrdi veza između radnog iskustva, stava prema inkluziji, percipirane institucionalne podrške, samoprocenjenih profesionalnih kompetencija, stresa na poslu i zadovoljstva poslom sa primenom adekvatnih didaktičko-metodičkih postupaka u inkluzivnom radnom okruženju. Metodologija: Studija je obuhvatila 309 nastavnika osnovnih škola iz različitih delova Hrvatske koji su imali iskustva u obrazovanju dece sa teškoćama, od kojih je 181 u to vreme predavao učenicima sa teškoćama. Upitnik je korišćen za prikupljanje osnovnih sociodemografskih podataka učesnika, njihove procene inkluzivnih obrazovnih praksi (prilagođavanje didaktičko-metodičkih postupaka u učionici), institucionalne podrške, percipirane kompetencije za rad sa učenicima sa teškoćama, stavova prema inkluziji, njihovog stresa na poslu i zadovoljstva poslom. Rezultati: Statistička analiza prikupljenih podataka pokazala je da odabrane varijable čine 25.4% varijanse u primeni adekvatnih didaktičko-metodičkih postupaka u inkluzivnim učionicama. Samoprocenjena profesionalna kompetentnost i zadovoljstvo poslom identifikovani su kao značajni pozitivni prediktori. Iako su percipirana institucionalna podrška i stavovi prema inkluziji bili značajno pozitivno povezani sa upotrebom adekvatnih didaktičko-metodičkih postupaka, nisu bili značajni prediktori u regresionom modelu. Zaključak: Rezultati ovog istraživanja značajno doprinose razumevanju faktora koji utiču na rad u inkluzivnom okruženju u hrvatskim školama, pored stavova nastavnika prema inkluziji koji se najčešće istražuju.
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