Title Kompetencije učitelja za poučavanje učenika s disleksijom Title (english) Teacher Competencies in the Teaching of Students with Dyslexia Author Valentina Martan Mentor Sanja Skočić Mihić (mentor)Mentor Renata Čepić (komentor)Committee member Siniša Kušić (predsjednik povjerenstva)Committee member Darko Lončarić (član povjerenstva)Committee member Mirjana Lenček (član povjerenstva)Granter University of Rijeka Defense date and country 2022-07-22, Croatia Scientific / art field, SOCIAL SCIENCES Universal decimal classificationUDC ) 376 - Education, teaching, training of special groups of persons. Special schools Abstract Uvažavanje različitosti i individualnih potreba učenika s disleksijom u suvremenom odgoju i obrazovanju doprinosi punom razvoju njihovih potencijala. U osiguravanju kvalitetnog učenja i poučavanja učenika s disleksijom ključne su učiteljske kompetencije koje su djelomično i rijetko istraživane u hrvatskom kontekstu. Cilj je ovog rada utvrditi međuodnos učiteljskih kompetencija za poučavanje učenika s disleksijom (poznavanja činjenica, samoprocijenjenih vještina i stavova), njihovu povezanost s odabranim sociodemografskim pokazateljima (spol, godine radnog staža i radno mjesto), podrškom stručnog suradnika logopeda i profesionalnim razvojem (samoprocjena stečenih kompetencija i spremnost). U istraživanju je sudjelovao 431 učitelj iz 62 osnovne škole u šest županija Republike Hrvatske. Za potrebe ovog istraživanja izrađeni su mjerni instrumenti za procjenu učiteljskih kompetencija za poučavanje učenika s disleksijom sukladno holističkom pristupu kompetencijama. Utvrđene su zadovoljavajuće metrijske karakteristike novokonstruiranih mjernih instrumenata, osim jednodimenzionalnog konstrukta poznavanja činjenica o disleksiji iz kojeg je izostavljen dio čestica o poznavanju etiologije i obilježja disleksije. Utvrđena je pozitivna povezanost između poznavanja činjenica o disleksiji, samoprocijenjenih vještina i stavova te njihova povezanost s profesionalnim razvojem, podrškom stručnog suradnika logopeda i sociodemografskim pokazateljima. Sociodemografski pokazatelji djelomično su relevantni u pojašnjavanju učiteljskih kompetencija, a uz kontrolu ovih varijabli samoprocjena samostalnog učenja značajno objašnjava poznavanje činjenica o disleksiji, samoprocijenjene vještine i stavove. Procjena
kompetencija stečenih stručnim usavršavanjem i spremnost za profesionalni razvoj djelomično objašnjavaju učiteljske kompetencije za poučavanje učenika s disleksijom, dok općenito aktivna uloga učitelja u kontinuiranom profesionalnom razvoju i suradnja sa stručnim suradnicima logopedima doprinose višoj razini učiteljskih kompetencija. Nalazi ovoga rada utemeljeni na operacionaliziranim konstruktima imaju uporište u holističkom pristupu učiteljskim kompetencijama i ukazuju na nužnost podizanja kvalitete profesionalnog razvoja učitelja za poučavanje učenika s disleksijom.
Abstract (english) Respecting the diversity and individual needs of students with dyslexia in a contemporary education enables them to reach their full potential. Teachers' competencies, which are only partially and rarely researched in the Croatian context, are crucial for ensuring the quality of teaching for students with dyslexia. The aim of this study was to explore the
relationship between teachers' competencies in the teaching of students with dyslexia (knowledge, self-assessed skills and attitudes) and their relationship with relevant sociodemographic indicators, support from speech and language therapists and professional development (self-assessment of acquired competencies and readiness). 431 teachers from 62 primary schools in six counties of the Republic of Croatia participated in the study. Measuring instruments were developed to assess teachers' competencies in the teaching of students with dyslexia using a holistic approach. It was found
that metric characteristics of the newly constructed measuring instruments were satisfactory, with the exception of unidimensional construct of dyslexia facts knowledge where a set of items related to specific knowledge about the etiology and symptoms of dyslexia was omitted. A positive correlation was found between teachers' knowledge of dyslexia facts, selfassessed skills and attitudes, as well as the correlation between competencies and professional development, professional support and sociodemographic indicators. Sociodemographic variables are partially relevant in explaining teachers' competencies, and when controlling for these variables, self-assessment of informal learning significantly
explained teachers' factual knowledge of dyslexia, self-assessed skills and attitudes. Assessment of competencies acquired through professional development and readiness for professional development partially explaine teachers' competencies in the teaching of students with dyslexia. In general, teachers' active role in continuing professional development and collaboration with speech and language therapists contribute to higher levels of competencies.
The findings of this study are based on operationalized constructs and a holistic approach to teacher competencies, and point to the need to improve the quality of teacher professional development for teaching students with dyslexia.
Keywords
učenici s disleksijom
učitelji
kompetencije
holistički pristup
profesionalni razvoj
stručna podrška logopeda
Keywords (english)
students with dyslexia
teachers
competencies
holistic approach
professional development
professional support from speech and language therapists
Language croatian URN:NBN urn:nbn:hr:186:349654 Promotion 2023 Study programme Title: Postgraduate Doctoral Study Programme in Pedagogy Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-02-08 11:25:40
