Uloga individualnih čimbenika kod nastavnika i stručnih suradnika u provedbi odgojno-obrazovneinkluzije
DOI:
https://doi.org/10.15291/ai.4853Ključne riječi:
kompetencije, nastavnici, odgojno-obrazovna inkluzjja, osobine ličnosti, profesionalni razvoj, stavovi, učenjeSažetak
Cilj je ovoga preglednoga rada ispitati i prepoznati važnost individualnih karakteristika nastavnika i stručnih suradnika u provedbi inkluzivnoga odgoja i obrazovanja. Pregled suvremenih teorijskih okvira i rezultata recentnih empirijskih istraživanja upućuje na to da je kontekst odgojno-obrazovnoga rada presudan jer uključuje ne samo društvene interakcije i šire kulturološke i povijesne okolnosti već i osobne čimbenike učenika, njihovih učitelja i stručnih suradnika. U tome okviru osobitu ulogu imaju profesionalne kompetencije, osobine ličnosti i stavovi nastavnoga i stručnoga kadra koji se analiziraju u ovome radu. Prema dosadašnjim spoznajama, ključne kompetencije koje pridonose kvalitetnoj inkluzivnoj praksi obuhvaćaju pedagoške, socijalne i emocionalne vještine. Uz to, ličnost učitelja prepoznaje se kao važan čimbenik koji utječe na njihovu sposobnost emocionalne regulacije, profesionalnu učinkovitost, motivaciju i ukupnu radnu uspješnost. Također, brojna istraživanja ukazuju na važnost stavova učitelja prema učenicima s teškoćama – pozitivni stavovi povezuju se s većom predanošću, uspješnijim uspostavljanjem odnosa s učenicima i njihovim obiteljima te s boljim obrazovnim ishodima. Nasuprot tome, negativni stavovi često proizlaze iz nedostatka iskustva i osjećaja kompetentnosti u radu s ovom populacijom učenika. Sintezom utvrđenih individualnih čimbenika moguće je razviti smjernice za osmišljavanje budućih programa profesionalnoga razvoja, s ciljem jačanja sustava podrške učenicima s teškoćama u razvoju.
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