prikaz prve stranice dokumenta Kompetencije budućih učitelja za rad s djecom s teškoćama u razvoju
Access restricted to students and staff of home institution
master's thesis
Kompetencije budućih učitelja za rad s djecom s teškoćama u razvoju
Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2018. urn:nbn:hr:141:939555
Knežević, Tanja
Josip Juraj Strossmayer University of Osijek
Faculty of Education

Institutional repository: FOOZOS Repository

Cite this document

Knežević, T. (2018). Kompetencije budućih učitelja za rad s djecom s teškoćama u razvoju (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:141:939555

Knežević, Tanja. "Kompetencije budućih učitelja za rad s djecom s teškoćama u razvoju." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2018. https://urn.nsk.hr/urn:nbn:hr:141:939555

Knežević, Tanja. "Kompetencije budućih učitelja za rad s djecom s teškoćama u razvoju." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2018. https://urn.nsk.hr/urn:nbn:hr:141:939555

Knežević, T. (2018). 'Kompetencije budućih učitelja za rad s djecom s teškoćama u razvoju', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, accessed 25 December 2024, https://urn.nsk.hr/urn:nbn:hr:141:939555

Knežević T. Kompetencije budućih učitelja za rad s djecom s teškoćama u razvoju [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education; 2018 [cited 2024 December 25] Available at: https://urn.nsk.hr/urn:nbn:hr:141:939555

T. Knežević, "Kompetencije budućih učitelja za rad s djecom s teškoćama u razvoju", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, Osijek, 2018. Available at: https://urn.nsk.hr/urn:nbn:hr:141:939555

Metadata
TitleKompetencije budućih učitelja za rad s djecom s teškoćama u razvoju
Title (english)Future teachers' competences for working with children with disabilities
AuthorTanja Knežević
MentorMaja Brust Nemet (mentor)
Committee memberMaja Brust Nemet (predsjednik povjerenstva)
Committee memberSnježana Dubovicki (član povjerenstva)
Committee memberValentina Majdenić (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Education
Osijek
Defense date and country2018-09-12, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Specific Pedagogy
Abstract
U inkluzivnoj nastavi učitelj ima veliku ulogu. On mora imati potrebne kompetencije kako bi dijete s teškoćama u razvoju bilo prihvaćeno i samostalno te kako bi steklo potrebno znanje i vještine. Cilj ovog istraživanja bio je ispitati kompetencije budućih učitelja za rad s djecom s teškoćama u razvoju te utvrditi moguće razlike u kompetencijama između učitelja razredne nastave i učitelja predmetne nastave. Istraživanje je provedeno tijekom 2017./2018. akademske godine među studentima razredne nastave, matematike, fizike i kemije Sveučilišta Josipa Jurja Strossmayera u Osijeku. U istraživanju je sudjelovalo 59 studenata/ica učiteljskog studija te 14 studenata/ica nastavničkog studija. Rezultati su pokazali da se budući učitelji samoprocjenjuju kompetetnima za rad s djecom s teškoćama u razvoju, te se studenti razredne nastave ocjenjuju višim ocjenama nego studenti predmetne nastave.
Abstract (english)
In Inclusive Teaching, the teacher has a big role. He / she must have the necessary competences to help the child with development problems be accepted, independent and to acquire the necessary knowledge and skills. Therefore, the aim of the research was to examine the competences of future teachers to work with children with development difficulties and to identify possible differences in competences between classroom teachers and subject teachers. The research was conducted during 2017/2018. academic year among students of classroom teaching, math, physics and chemistry at the University of Josip Juraj Strossmayer in Osijek. The study was attended by 59 students of classrom teaching and 14 students of subject teaching. The results have shown that future teachers are self-evaluating the benefits of working with children with developmental difficulties, and students of classroom teaching are rated higher grades than subject students.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:141:939555
Study programmeTitle: Integrated undergraduate and graduate university Class Teacher Studies
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2019-02-04 15:58:32