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Fizička kultura
2016, вол. 70, бр. 2, стр. 126-134
језик рада: енглески, српски
изворни научни чланак
doi:10.5937/fizkul1602126O

Creative Commons License 4.0
Prediktori stava studenata prema inkluziji dece sa razvojnim smetnjama u nastavu fizičkog vaspitanja
Univerzitet u Beogradu, Fakultet sporta i fizičkog vaspitanja

е-адреса: ana.orlic@fsfv.bg.ac.rs

Пројекат

Efekti primenjene fizicke aktivnosti na lokomotorni, metabolicki, psiho-socijalni i vaspitni status populacije R Srbije (MPNTR - 47015)
Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije (MPNTR - 179018)

Сажетак

Pozitivan stav prema uključivanju dece sa razvojnim smetnjama u nastavu fizičkog vaspitanja (FV) je veoma važan faktor za uspešnu realizaciju inkluzivnog obrazovanja. Cilj istraživanja bio je da se ispitaju prediktori stava studenata, budućih nastavnika FV, prema inkluziji u FV. Uključeni su prediktori iz domena ličnosti, stručnih kompetencija za rad sa decom sa razvojnim smetnjama i pojedinih personalnih karakteristika (pol). Istraživanjem je obuhvaćen 221 student završnih godina studija Fakulteta sporta i fizičkog vaspitanja u Beogradu, Nišu i Novom Sadu. Za merenje stava prema inkluziji u FV upotrebljen je instrument Attitude Toward Inclusive Physical Education. Iz domena ličnosti ispitana je osobina otvorenost za iskustva, koja je merena instrumentom HEXACO PI-R. Konstruisan je i dodatni upitnik u kome su postavljena pitanja o polu studenata i stručnim kompetencijama za rad sa decom sa razvojnim smetnjama: prosečna ocena tokom studija, subjektivna procena nivoa znanja i veština za rad sa decom sa razvojnim smetnjama koje su stekli tokom studija (samoprocena stručne kompetentnosti) i iskustvo u radu sa decom sa razvojnim smetnjama tokom stručne prakse. Rezultati multiple regresione analize su pokazali da se kao značajni prediktori izdvajaju otvorenost za iskustva, samoprocena stručne kompetentnosti i pol. Tokom pripreme za nastavnički poziv potrebno je kod studenata razvijati specifične komptencije koje su potrebne za rad u inkluzivnom obrazovanju, kao i stvarati nastavnu klimu koja podržava radoznalost i kreativnost kao bitne odrednice, osobine, otvorenosti za nova za iskustva.

Кључне речи

Референце

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