20.500.12556/DKUM-98131 Pogled gimnazijskih učiteljev in učiteljev srednjih strokovnih šol na inkluzijo magistrsko delo Views of grammar school and secondary vocational school teachers on inclusion Namen magistrske naloge je bil preučiti, kako učitelji gimnazij in srednjih strokovnih šol zaznavajo in uresničujejo inkluzijo v svojem pedagoškem delu. Raziskava temelji na kvantitativnem raziskovalnem pristopu, podatki pa so bili zbrani s pomočjo spletnega anketnega vprašalnika na vzorcu 112 učiteljev srednjih šol v Sloveniji. V raziskavi smo proučevali stališča učiteljev do inkluzije, zaznavanje strokovne podpore, uporabo inkluzivnih pedagoških strategij, samooceno usposobljenosti za inkluzivno poučevanje ter zaznavanje vpliva inkluzije na kakovost pouka. Rezultati raziskave so pokazali, da med učitelji gimnazij in učitelji srednjih strokovnih šol pri nobeni izmed analiziranih postavk niso bile ugotovljene statistično značilne razlike, čeprav so učitelji gimnazij pri vseh postavkah dosegli nekoliko višje povprečne vrednosti. Ugotovitve raziskave kažejo, da učitelji ne glede na tip šole inkluzijo zaznavajo in izvajajo relativno podobno, kar poudarja pomen strokovne podpore, usposabljanja učiteljev ter sistemskega pristopa pri uresničevanju inkluzivnega izobraževanja v srednješolskem prostoru. The aim of this master's thesis was to examine how teachers in grammar schools and secondary vocational schools perceive and implement inclusion in their pedagogical practice. The study is based on a quantitative research approach, and data were collected through an online questionnaire administered to a sample of 112 secondary school teachers in Slovenia. The research explored teachers' attitudes toward inclusion, their perceptions of professional support, the use of inclusive pedagogical strategies, self-assessed competence for inclusive teaching, and their perceptions of the impact of inclusion on the quality of instruction. The results showed that no statistically significant differences were found between grammar school teachers and secondary vocational school teachers on any of the analysed variables, although grammar school teachers achieved slightly higher mean scores on all measures. The findings indicate that teachers, regardless of school type, perceive and implement inclusion in a relatively similar manner. This highlights the importance of professional support, teacher training, and a systematic approach to the implementation of inclusive education in secondary schools. inkluzija srednje strokovne šole gimnazije učitelji stališča učiteljev inclusion grammar schools secondary vocational schools teacher teachers' perceptions true true false B. Puncer Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-05-19 10:17:19 2026-06-19 12:04:42 2026-06-20 03:06:42 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (X, 69 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376:[316.644:373.3-051](043.2) 282248451 MAG_Puncer_Barbara_2026.pdf MAG_Puncer_Barbara_2026.pdf 1 E6DED80DEF32393F45AF2E4C34CED962 583f7ec51fef4067548ffb0a955b45edf073e94d7d214e3ba820ab5102ad06d6 acec7394-5f26-11f1-8a3a-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=206669 Pedagoška fakulteta 0 0 0