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Psihološka istraživanja
2017, vol. 20, br. 2, str. 199-200
jezik rada: engleski
vrsta rada: izvorni naučni članak
doi:10.5937/PsIstra1702199Z

Creative Commons License 4.0
Samoregulatorna dimenzija interkulturalne kompetencije nastavnika - razvoj i psihometrijska validacija novih skala
aUniverzitet u Nišu, Učiteljski fakultet, Vranje
bUniverzitet u Beogradu, Filozofski fakultet, Odeljenje za psihologiju
cUniverzitet za obrazovanja nastavnika, Cug, Švajcarska
dCentar za obrazovne politike, Beograd

Sažetak

Samoregulacija je ključno pitanje za nastavnike. Samo-regulatorne kompetencije pomažu nastavnicima da sačuvaju kako osećanje lične sreće, zdravlja i uspeha, tako i posvećenost poslu. Ovo je od posebnog značaja kada je u pitanju nastava koja se realizuje u kulturno raznovrsnim odeljenjima. Međutim, edukatori budućih nastavnika i nastavnika najćešće zanemaruju ovaj aspekt u svojim nastojanjima da unaprede njihovu interkulturlanu kompetenciju. Umajući to u vidu, ovaj rad se bavi konstrukcijom tri skale za psihološku procenu samoregulatornih aspekata interkulturalne kompetencije nastavnika - Skala fleksibilnosti nastavnika za kulturnu raznolikost (TCDFS), Skala emocionalne regulacije nastavnika u susretu sa kulturnom raznolikošću (TCDERS) i Skala tolerancije neizvesnosti nastavnika na kulturnu raznolikost (TCDTAS). Svaka skala je razvijena i validirana u dve forme od kojih se jedna odnosi na učenike iz manjinskih grupa uopšte, a druga na romske učenike. Dobijeni rezultati ukazuju na dobru pouzdanost (alfa koeficijent od .74 do .91) i jednofaktorsku strukturu svih novokonstruisanih skala. Za obe forme (opšta i forma za romske učenike) Skale fleksibilnosti nastavnika za kulturnu raznolikost i Skale emocionalne regulacije nastavnika u susretu sa kulturnom raznolikošću utvrđena je zadovoljavajuća konkurentna validnost. Psihološke procene zasnivane na primeni ove dve skale, mogu da budu dobra osnova za diferencirano dizajniranje obuka i intevencije koje imaju za cilj da doprinesu razvoju samoregulatornog aspekta interkulturalne kompetencije nastavnika, a pored toga ove skale mogu da se koriste i za merenja ishoda i efikasnosti takvih intervencija. Međutim, koleralacione analize ukazuju na izvesne slabosti Skale tolerancije neizvesnosti nastavnika na kulturnu raznolikost. U svetlu tog rezultata, buduća nastojanja treba da budu usmerena na dodatno preispitivanje konstrukta samoregulacije i uloge koju samoregulacija ima u susretu sa kulturnim različitostima.

Ključne reči

interkulturalna kompetencija nastavnika; samoregulacija; fleksibilnost; emocionalna regulacija; tolerancija na neizvesnost; psihološka procena

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