The Self-Evaluation of Teachers’ Competences for Inclusive Teaching in the Conditions of Pre-Pandemic Education/Samoprocjena kompetentnosti učitelja za inkluzivno poučavanje u uvjetima predpandemijskoga obrazovanja

Abstract

Abstract
This research has been aimed at discovering how teachers evaluate their own
competences for inclusive teaching and support they give learners with disabilities
to help them learn. The total of 263 teachers from regular primary schools in the
central regions of Croatia participated in this research, for which an adequate
questionnaire was designed. The obtained results show that teachers do not consider
themselves competent for inclusive teaching, but they do support their learners
with disabilities. Seniority (the duration of teaching career) has an impact on
their self-evaluation related to competences for inclusion. In inferential statistics,
a polystochastic model was used for making conclusions. Such findings indicate,
among other things, a need for teachers’ permanent education towards inclusive
teaching, especially about their stronger role in unusual life circumstances like
pandemic, as well as the encouragement of teachers’ professional development
and their acquisition of new competences required for inclusive teaching since
teachers represent direct stakeholders in education activities. Having all this in
mind, together with the aim to provide education which actively promotes the
complete development of every learner, as suggested in the National Strategy of
Development until 2030, it is necessary to reform processes within the system of
education.

Keywords: competence self-evaluation/self-estimation; education staff; inclusive
education

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Sažetak
Cilj je istraživanja utvrditi kako učitelji procjenjuju vlastitu kompetentnost za
inkluzivno poučavanje te stupanj pružanja podrške u učenju učenicima s teškoćama.
Na uzorku od 263 učitelja iz redovitih osnovnoškolskih ustanova iz središnje
Hrvatske primijenjen je upitnik o samoprocjeni kompetentnosti učitelja za inkluzivno
poučavanje i pružanje podrške učenicima s teškoćama, koji je konstruiran za potrebe
ovoga istraživanja. Rezultati pokazuju da se učitelji ne smatraju kompetentnima za
inkluzivno poučavanje, no pružaju podršku u učenju učenicima s teškoćama. Pri
tome duljina radnoga staža utječe na samoprocjenu kompetencija za inkluziju. U
inferencijalnoj statistici korišten je polistohastički model zaključivanja. Ovakvi nalazi,
između ostaloga, ukazuju na potrebu kontinuirane edukacije učitelja za inkluzivno
poučavanje, posebice njihovo osnaživanje u izvanrednim životnim okolnostima poput
pandemije, kao i na poticanje profesionalnoga razvoja te stjecanje novih kompetencija
za inkluzivno poučavanje njih kao neposrednih nositelja odgojno-obrazovnoga rada.
U tom smislu, a s ciljem ostvarivanja obrazovanja koje aktivno potiče cjelovit razvoj
svakoga učenika, kako je predviđeno u Nacionalnoj strategiji razvoja do 2030.
godine, potrebno je provesti reformske procese u sustavu odgoja i obrazovanja.

Ključne riječi: inkluzivno obrazovanje; odgojno-obrazovni djelatnici; samoprocjenjena kompetentnost.