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2022, vol. 71, br. 2, str. 249-266
O pristupima definisanju i operacionalizaciji pojma bezbednosti u školi
Institut za pedagoška istraživanja, Beograd, Srbija

e-adresatadicv33@gmail.com
Ključne reči: bezbednost u školi; sigurnost; školska klima; vršnjačko nasilje
Sažetak
U radu se razmatraju različiti pristupi definisanju i operacionalizaciji pojma bezbednosti u školi sa namerom da se identifikuju osnovne konceptualne i operacionalne dileme i problemi te ukaže na značaj pojma i njegovog adekvatnog određenja zbog implikacija koje to nosi za razumevanje pojave, kao i na važnost istraživanja i kreiranja politika škole. Osnovna problematika rada sažeta je u tri pitanja: pojmovno određenje bezbednosti u školi, problem operacionalizacije i problem istraživanja. U razmatranju prvog pitanja, autorka je nastojala da pojmovno odredi bezbednost u školi, ukazujući na šire i uže određenje samog pojma, te preplitanje sa drugim, srodnim pojmovima i konceptualne dileme koje tom prilikom nastaju. Problem operacionalizacije pojma predstavljen je pomoću tri pristupa identifikovanja dimenzija bezbednosti u školi: pristup menadžmenta rizika; pristup povezan sa nasiljem u školi i pristup kreiranja školske sredine usmerene na učenje. U poslednjem odeljku rada, koji se bavi problemom istraživanja, prikazane su teškoće sa kojima su se istraživači susretali prilikom sprovođenja istraživanja bezbednosti u školama. U zaključku se konstatuje da samo jasno definisan i utemeljen konceptualni okvir, definisanje istraživačkih ciljeva, odnosno odabir opsega ponašanja i doživljaja relevantnih za temu, te vrednovanje karakteristika kulturne sredine i uzrasta ispitanika mogu voditi ka adekvatnom odabiru i određenju indikatora bezbednosti u školi i otklanjanju teškoća u njenoj operacionalizaciji i merenju.
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O članku

jezik rada: srpski
vrsta rada: pregledni članak
DOI: 10.5937/nasvas2202249T
primljen: 25.05.2022.
revidiran: 30.06.2022.
prihvaćen: 07.07.2022.
objavljen u SCIndeksu: 16.09.2022.
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