Razvijanje rezilientnosti študentov preko doživljanja izkušnje inkluzije na pedagoški praksi

Drljić, Karmen; Kiswarday, Vanja Riccarda

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Title:	Razvijanje rezilientnosti študentov preko doživljanja izkušnje inkluzije na pedagoški praksi
Authors:	ID Drljić, Karmen (Author) ID Kiswarday, Vanja Riccarda (Author)
Files:	Revija_za_elementarno_izobrazevanje_2016_Drljic,_Kiswarday_Razvijanje_rezilientnosti_studentov_preko_dozivljanja_izkusnje_inkluzije_na_p.pdf (183,83 KB) MD5: 24C1E478C7F8FD374FAE5DE6FC56A9A8 PID: 20.500.12556/dkum/e6e8b42e-6df7-4aaa-9b0f-504145c076b2 http://rei.pef.um.si/images/Izdaje_revije/2016/3/REI_9_3_cl_4.pdf
Language:	Slovenian
Work type:	Article
Typology:	1.01 - Original Scientific Article
Organization:	PEF - Faculty of Education
Abstract:	Teorija rezilientnosti preučuje odziv na stresne in emocionalno naporne okoliščine. Kaže se v posameznikovi zmožnosti konstruktivnega odziva na izzive iz okolja. Prve konkretne izkušnje z otroki s posebnimi potrebami na pedagoški praksi lahko študentom bodočim vzgojiteljem zaradi še nezadostnih izkušenj in kompetenc predstavljajo izziv, ki je včasih lahko naporen. V kvalitativni raziskavi smo želeli ugotoviti, kako se na praksi izraža rezilientnost študentk študijskega programa Predšolske vzgoje, Pedagoške fakultete Univerze na Primorskem, skozi opazovanje mentorjeve inkluzivnosti ter skozi prepoznavanja izzivov pri vključevanju otrok s posebnimi potrebami. Analiziranih je bilo 43 poročil strnjene pedagoške prakse študentk tretjega letnika predšolske vzgoje. Rezultati so pokazali, da študentke pri vzgojiteljicah mentoricah prepoznavajo tako inkluzivna kot neinkluzivna stališča in delovanja, toda pogosteje opisujejo inkluzivnost. Nadalje smo ugotovili, da se dobra polovica študentk (55,8 %) na konkretno izkušnjo inkluzije odzove proaktivno, 44,2 % pa pasivno. Študenti, ki proaktivnega odziva še niso zmožni, potrebujejo podporo in usmerjanje, predvsem pa mehanizme, s pomočjo katerih postopoma in samostojno izgrajujejo rezilientnost, ki je v inkluzivnih vzgojno-izobraževalnih okoljih pomembna in potrebna kompetenca pedagoga.
Keywords:	študenti, predšolska vzgoja, praktično usposabljanje, rezilientnost, otroci s posebnimi potrebami, inkluzija
Publication status:	Published
Publication version:	Version of Record
Year of publishing:	2016
Number of pages:	str. 53-73
Numbering:	Letn. 9, št. 3
PID:	20.500.12556/DKUM-68551
ISSN:	1855-4431
UDC:	373.2-057.875:376
ISSN on article:	1855-4431
COBISS.SI-ID:	22352648
NUK URN:	URN:SI:UM:DK:ILFBXMFO
Publication date in DKUM:	26.09.2017
Views:	1589
Downloads:	243
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Categories:	Misc.
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Record is a part of a journal

Title:	Revija za elementarno izobraževanje
Publisher:	Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:	1855-4431
COBISS.SI-ID:	239555072

Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	26.09.2017

Secondary language

Language:	English
Title:	Development of the resilience of students through experiencing inclusion during teaching practice
Abstract:	The theory of resilience studies the response to stress and adversities, which is manifested in individual’s constructive response to environmental challenges. For students—future preschool teachers on teaching practice —the first concrete contact with children with special needs can represent a challenge, which due to students’ lack of experience and competence can be sometimes rather difficult. . The aim of our qualitative research was to determine how the resilience of students that attend the study programme Preschool Education at the University of Primorska, Faculty of Education was expressed through the observation of mentor’s inclusiveness and through identifying the challenges of the inclusion of children with special needs. We analysed 43 third year students’ reports on teaching practice. The results show that students identify both inclusive and non-inclusive attitudes and functioning of their mentors. Nevertheless, they describe the mentor’s inclusive statements and functioning more frequently. Furthermore, we found out that more than a half (55.8 %) of students respond proactively to the concrete inclusive experience, while 44.2 % of them respond passively. Students who are not yet capable of proactive response need support and guidance, but more importantly, they need mechanisms for building resilience gradually and autonomously, as resilience is recognised as an important and required teacher’s competence.
Keywords:	resilience, students of preschool education, teaching practice, inclusion

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Revija za elementarno izobraževanje

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