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2018, vol. 51, br. 1, str. 107-126
Struktura interkulturnih kompetencija speciifičnih za nastavnike - empirijski dokazi za dimenziju 'Verovanja, Vrednosti i Ciljeva'
aZurich University of Teacher Education, Switzerland
bUniverzitet u Beogradu, Filozofski fakultet, Odeljenje za psihologiju, Srbija
cUniverzitet u Beogradu, Filozofski fakultet, Odeljenje za psihologiju, Srbija + Centar za obrazovnu politiku, Beograd

e-adresabruno.leutwyler@phzh.ch
Projekat:
Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije (MPNTR - 179018)

Ključne reči: interkulturne kompetencije; obrazovanje nastavnika; interkulturno obrazovanje; procena
Sažetak
Cilj ovog istraživanja je da identifikuje elemente koji čine integralni deo konstrukta interkulturne kompetencije specifične za nastavnike. U ovom radu fokusiramo se na facete konstrukata za koje se smatra da su prilično zasićene vrednostima i afektivno obojene. Prateći široko korišćeni teorijski model profesionalnih kompetencija nastavnika koji su razvili Baumert i Kunter (2013), konceptualno smo smestili ove facete unutar dimenzije 'Verovanja, Vrednosti i Ciljeva' i predlažemo četiri centralna elementa: (1) uvažavanje kulturne raznolikosti; (2) etno-relativan pogled na svet; (3) stavove prema integraciji; (4) identifikacija sa ciljevima interkulturog obrazovanja. Da bismo testirali hipotezu da ova četiri aspekta predstavljaju jedan jedini nadređeni latentni konstrukt, operacionalizovali smo svaki odgovarajućom skalom i onda proverili internu konzistenciju instrumenta, konvergentnu i faktorsku validnost. Rezultati ukazuju da naše četiri skale imaju dobre interne konzistencije (Kronbahove alfe između 0,82 i 0,89), da se uklapaju u jednofaktorsku strukturu (kao što je demonstrirano konfirmativnom faktorskom analizom) i ukazuju na jedan latentni konstrukt (RMSEA=0,000; TLI = 1,004; CFI = 1,000; SRMR = .007). Sa ovim rezultatima, ovaj rad predstavlja validni, kontekstualno relevantni novi instrument za procenu verovanja, vrednosti i ciljeva nastavnika u vezi sa interkulturnim obrazovanjem i doprinos u razrešenju teorijskih, metodoloških i praktičnih problema istraživanja interkulturnih kompetencija.
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O članku

jezik rada: engleski
vrsta rada: originalan članak
DOI: 10.2298/PSI171005020L
objavljen u SCIndeksu: 05.04.2018.
metod recenzije: dvostruko anoniman
Creative Commons License 4.0

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