Title Samoprocjena interkulturalne kompetencije nastavnika osnovnih škola u konktekstu rada s učenicima romske nacionalne manjine
Title (english) Primary School Teachers' Self-Assesment of Intercultural Competence in the Context of Working with Roma National Minority Students
Author Silvia Marković
Mentor Vesna Kovač (mentor)
Mentor Kornelija Mrnjaus (komentor)
Committee member Nena Rončević (predsjednik povjerenstva)
Committee member Vesna Kovač (član povjerenstva)
Committee member Kornelija Mrnjaus (član povjerenstva)
Committee member Siniša Kušić (član povjerenstva)
Committee member Bojana Ćulum Ilić (član povjerenstva)
Granter University of Rijeka Faculty of Humanities and Social Sciences (Department of Pedagogy) Rijeka
Defense date and country 2022-09-29, Croatia
Scientific / art field, discipline and subdiscipline SOCIAL SCIENCES Pedagogy
Abstract Romska nacionalna manjina predstavlja jednu od najbrojnijih, ali i najranjivijih nacionalnih manjina na području Republike Hrvatske. Romsko stanovništvo nalazi se na margini društva u svim aspektima svojega života – počevši od uvjeta življenja koji su u većini slučajeva nehumani, zapošljavanja gdje su u većini slučajeva diskriminirani „samo zato što su Romi“, položaja u društvu koji je uglavnom nepovoljan. Niti u aspektu obrazovanja, romsko stanovništvo ne nalazi se u povoljnijem položaju. Iako su na području Hrvatske već provedene te se provode brojne strategije za poboljšanje obrazovnih mogućnosti za romsku
djecu, i dalje prolaze obrazovni sustav s lošijim postignućima u odnosu na druge učenike. Upravo zato, prvo poglavlje posvećeno je romskoj nacionalnoj manjini, uključujući njihova kulturalna obilježja te socijalne, društvene i ekonomske odrednice koje su važne za shvaćanje konteksta romske populacije. U sklopu toga, veliki dio posvećen je upravo obrazovanju Roma
u Hrvatskoj s posebnim osvrtom na izazove koji su prisutni na svim razinama obrazovanja. S obzirom da škola u cijelom procesu obrazovanja romske djece zauzima veliku ulogu, a posebice nastavnici koji su od najranije dobi uključeni u njihovo obrazovanje, sve veći naglasak stavlja se upravo na interkulturalnu kompetenciju nastavnika koja je ključna u kontekstu obrazovanja učenika druge kulture - učenika romske nacionalne manjine. Stoga, drugo poglavlje posvećeno je interkulturalnoj kompetenciji nastavnika, karakteristikama interkulturalno kompetentnog nastavnika te načinima na koje se ona može unaprijediti.
Upravo zato proizlazi potreba za ovim istraživanjem čiji je cilj ispitati kako nastavnici osnovnih škola samoprocjenjuju ovladanost interkulturalnom kompetencijom u radu s učenicima pripadnicima romske nacionalne manjine, budući da se u ovome radu
interkulturalna kompetencija sagledava kao jedan od mogućih čimbenika rješavanja identificiranih izazova u obrazovanju Roma.
U empirijskom dijelu, prikazani su rezultati dobiveni kvantitativnim istraživanjem – metodom online ankete na uzorku od 61 nastavnika, od kojih je 8 muškaraca (13,1%) i 53 žene (86,9%), u dobi od 25 do 65 godina, iz 7 osnovnih škola na području Primorsko-goranske županije. Utvrdilo se kako ne postoji statistički značajna razlika u interkulturalnoj kompetentnosti
nastavnika s obzirom na duljinu radnog staža, spol, udio romskih učenika u ukupnom broju učenika škole, ima li škola ili nema romske pomagače u nastavi te jesu li nastavnici ili nisu sudjelovali u stručnim usavršavanjima za unaprjeđenje rada s romskom populacijom. Gotovo svi ispitanici procjenjivali su svoje kompetencije vrlo visoko s obzirom na tvrdnje iz upitnika koje su se odnosile na njihovu interkulturalnu kompetentnost, što se može pripisati davanju društveno poželjnih odgovora, precjenjivanju vlastitih kompetencija ili pak stvarnoj interkulturalnoj kompetentnosti nastavnika. Ovim rezultatima, utvrdilo se kako se svi
nastavnici procjenjuju interkulturalno kompetentnima za rad s romskim učenicima, no s druge strane romski učenici se i dalje suočavaju s brojnim izazovima u obrazovanju i postižu lošija obrazovna postignuća u odnosu na druge učenike, što je značajan indikator prisutnosti problema i postojanja „rupa“ u obrazovnom sustavu kada je riječ o romskoj nacionalnoj manjini.
Abstract (english) The Roma national minority is one of the most numerous, but also the most vulnerable national minorities in the territory of the Republic of Croatia. The Roma population is marginalized in all aspects of their lives - from living conditions that are inhumane in most cases, employment where in most cases they are discriminated against "just because they are
Roma", a position in society that is mostly unfavorable. Even in terms of education, the Roma population is not in a better position. Although numerous strategies have already been implemented in Croatia and are being implemented to improve educational opportunities for Roma children, they are still undergoing an education system with poorer achievements
compared to other students. That is why the first chapter is dedicated to the Roma national minority, including their cultural characteristics, social and economic determinants that are important for understanding the context of the Roma population. As part of this, a large part is dedicated to the education of Roma in Croatia, with special reference to the challenges that
are present at all levels of education. Accordingly, school plays a major role in the entire process of education Roma children, especially teachers who are involved in their education from early age, increasing emphasis is placed on intercultural competence of teachers which is crucial in the context of education of other cultural students minorities - Roma national minority. Therefore, the second chapter is dedicated to the intercultural competence of the teacher, the characteristics of the interculturally competent teacher and the ways in which it can be improved. That is why there
is a need for this research which aims to examine how primary school teachers self-assess mastery of intercultural competence in working with students belonging to the Roma national minority, since in this paper intercultural competence is seen as one of the possible factors to address identified challenges in Roma education.In the empirical part, the results are obtained by quantitative research - the method of online survey questionnaire on a sample of 61 teachers, 8 men (13,1%) and 53 women (86,9%), aged 25 to 65, from 7 primary schools in the Primorje-Gorski Kotar County. It was found that there is no statistically significant difference in the intercultural competence of teachers with regard to length of service, gender, share of Roma students in the total number of students, whether the school has or does not have Roma teaching assistants and whether or not teachers participated in in-service training for improving work with the Roma population. Almost all respondents rated their competencies very highly based on the statements from the questionnaire related to their intercultural competence, which can be attributed to giving socially desirable answers, overestimating their own competencies or the actual intercultural competence of teachers. These results show that all teachers are assessed as interculturally competent to work with Roma students, but on the other hand Roma students still face many
challenges in education and achieve poorer educational achievements compared to other students, which is a significant indicator of the presence of problems and the existence of “holes” in the education system when it comes to the Roma national minority.
Keywords
učenici romske nacionalne manjine
interkulturalna kompetencija
ovladanost nastavnika osnovnih škola interkulturalnom kompetencijom
Keywords (english)
Roma national minority students
intercultural competence
primary school teachers' mastery of intercultural competence
Language croatian
URN:NBN urn:nbn:hr:186:394818
Study programme Title: Pedagogy Study programme type: university Study level: graduate Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resource Text
File origin Born digital
Access conditions Open access
Terms of use
Created on 2022-12-02 12:19:24