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master's thesis
UČENICI S TEŠKOĆAMA U UVJETIMA NASTAVE NA DALJINU: STAVOVI UČITELJA OSNOVNE ŠKOLE
Split: University of Split, Faculty of Humanities and Social Sciences, University of Split, 2022. urn:nbn:hr:172:383745
Bebek, Silvija
University of Split
Faculty of Humanities and Social Sciences
Department of Pedagogy

Institutional repository: Repository of Faculty of humanities and social sciences

Cite this document

Bebek, S. (2022). UČENICI S TEŠKOĆAMA U UVJETIMA NASTAVE NA DALJINU: STAVOVI UČITELJA OSNOVNE ŠKOLE (Master's thesis). Split: University of Split, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:383745

Bebek, Silvija. "UČENICI S TEŠKOĆAMA U UVJETIMA NASTAVE NA DALJINU: STAVOVI UČITELJA OSNOVNE ŠKOLE." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:172:383745

Bebek, Silvija. "UČENICI S TEŠKOĆAMA U UVJETIMA NASTAVE NA DALJINU: STAVOVI UČITELJA OSNOVNE ŠKOLE." Master's thesis, University of Split, Faculty of Humanities and Social Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:172:383745

Bebek, S. (2022). 'UČENICI S TEŠKOĆAMA U UVJETIMA NASTAVE NA DALJINU: STAVOVI UČITELJA OSNOVNE ŠKOLE', Master's thesis, University of Split, Faculty of Humanities and Social Sciences, accessed 11 December 2024, https://urn.nsk.hr/urn:nbn:hr:172:383745

Bebek S. UČENICI S TEŠKOĆAMA U UVJETIMA NASTAVE NA DALJINU: STAVOVI UČITELJA OSNOVNE ŠKOLE [Master's thesis]. Split: University of Split, Faculty of Humanities and Social Sciences; 2022 [cited 2024 December 11] Available at: https://urn.nsk.hr/urn:nbn:hr:172:383745

S. Bebek, "UČENICI S TEŠKOĆAMA U UVJETIMA NASTAVE NA DALJINU: STAVOVI UČITELJA OSNOVNE ŠKOLE", Master's thesis, University of Split, Faculty of Humanities and Social Sciences, Split, 2022. Available at: https://urn.nsk.hr/urn:nbn:hr:172:383745

Metadata
TitleUČENICI S TEŠKOĆAMA U UVJETIMA NASTAVE NA DALJINU: STAVOVI UČITELJA OSNOVNE ŠKOLE
Title (english)STUDENTS WITH DIFFICULTIES UNDER THE DISTANCE LEARNING CONDITIONS: ATTITUDES OF ELEMENTARY SCHOOL TEACHERS
AuthorSilvija Bebek
MentorIvana Batarelo Kokić (mentor)
Committee memberInes Blažević (predsjednik povjerenstva)
Committee memberIvana Batarelo Kokić (član povjerenstva)
Committee memberAnita Mandarić Vukušić (član povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences
(Department of Pedagogy)
Split
Defense date and country2022-09-20, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Abstract
Inkluzivno obrazovanje tijekom nastave na daljinu predstavljalo je velik izazov za učitelje, a kao problem se istaknulo nedovoljno poznavanje spremnosti učitelja iz Republike Hrvatske i Bosne i Hercegovine za rad s učenicima s teškoćama u nastavi na daljinu. Ovim se istraživanjem stoga htjelo ispitati samoprocjenu spremnosti učitelja za provedbu nastave na daljinu te za primjenu inkluzivnih praksi u nastavi na daljinu, kao i povezanost tih dviju samoprocjena. U istraživanju je sudjelovalo 175 učitelja iz RH i BiH, a rezultati su pokazali postojanje statistički značajne razlike u samoprocjeni spremnosti učitelja za primjenu inkluzivnih praksi u nastavi na daljinu s obzirom na dob, državu zaposlenja i iskustvo u podučavanju učenika s teškoćama, a također se pokazalo da postoji statistički značajna povezanost samoprocjene spremnosti za provedbu nastave na daljinu i za primjenu inkluzivnih praksi u nastavi na daljinu kod učitelja. Osim toga, nisu pronađene razlike u samoprocjeni spremnosti učitelja za provedbu nastave na daljinu s obzirom na dob, kao ni razlike u samoprocjeni spremnosti učitelja za primjenu inkluzivnih praksi u nastavi na daljinu s obzirom na nastavnu razinu.
Abstract (english)
Inclusive education during distance learning has presented a great challenge for teachers, and the significant problem was insufficient knowledge about the readiness of teachers from the Republic of Croatia and Bosnia and Herzegovina for working with students with disabilities during distance learning. The aim of this research was to examine the self-assessment of teacher readiness for implementing distance learning and for implementing inclusive practices during distance learning, as well as the connection between those two self-assessments. 175 teachers from Croatia and Bosnia and Herzegovina participated in this research, and the results showed a statistically significant difference in self-assessment of teacher readiness for implementing inclusive practices during distance learning based on their age, country of employment and experience in teaching students with disabilities, and there was also a statistically significant connection between self-assessment of teacher readiness for implementing distance learning and for implementing inclusive practices during distance learning. Apart from that, the results showed no differences in self-assessment of teacher readiness for implementing distance learning based on their age, as well as differences in self-assessment of teacher readiness for implementing inclusive practices during distance learning based on levels of teaching.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:172:383745
Study programmeTitle: Pedagogy
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2022-09-27 07:18:25