zaključno delo
Anja Pliberšek (Author), Tina Vršnik Perše (Mentor)

Abstract

Magistrsko delo obravnava stališča slovenskih in srbskih študentov študijskega programa Pedagogika do inkluzivnega izobraževanja. V skladu s tem je v teoretičnem delu predstavljeno teoretično ozadje stališč, predstavljeno je inkluzivno izobraževanje in študijski program pedagogike Filozofske fakultete Univerze v Mariboru v Sloveniji ter študijski program pedagogike Filozofske fakultete Univerze v Novem Sadu v Srbiji. V empiričnem delu smo z raziskavo, v katero so bili vključeni slovenski in srbski študenti študijskega programa Pedagogika, ugotavljali njihova stališča do inkluzije in mnenja o lastni usposobljenosti/kompetentnosti za delo v inkluzivnih šolah ter primerjali podatke študentov iz obeh držav. Pri študentih smo preučili razlike glede na fakulteto in letnik, ki ga le-ti obiskujejo. Rezultati raziskave so pokazali, da so študenti iz Novega Sada bolj naklonjeni inkluziji in da se čutijo bolj usposobljeni/kompetentni za delo v inkluzivnih šolah kot študenti iz Maribora. Hkrati je raziskava pokazala tudi, da več predmetov z inkluzivnimi vsebinami ne pripomore k izboljšanju stališč o inkluziji in lastni usposobljenosti/kompetentnosti.

Keywords

magistrska dela;inkluzivno izobraževanje;stališča;študenti pedagogike;Slovenija;Srbija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [A. Pliberšek]
UDC: 378-057.87:37.013:376(497.4+497.11)(043.2)
COBISS: 23070472 Link will open in a new window
Views: 845
Downloads: 130
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Other data

Secondary language: English
Secondary title: Comparison of views of Slovenian and Serbian students of Pedagogy of inclusive education
Secondary abstract: Master's thesis deals with positions of Slovenian and Serbian students of Pedagogics study programme on inclusive education. In line with this, in the theoretical part of the thesis, a theoretical background of positions is presented, as well as inclusive education and Pedagogics study programme of the Faculty of Arts at University of Maribor, Slovenia, and Pedagogics study programme of Faculty of Philosophy at University of Novi Sad, Serbia. With the research in the empirical part, which included Slovenian and Serbian students of Pedagogics study programme, we established their positions on inclusion and opinion on their own qualification/competency for work at inclusive schools, and compared the data of students from both countries. In students we examined the differences in regard to faculty and year of study. The results of the research revealed that students from Novi Sad are more inclined to inclusion and that they feel more qualified/competent for work at inclusive schools than students from Maribor. At the same time, the research revealed that more subjects with inclusive content does not contribute to improvement of positions on inclusion and one's own qualification/competency.
Secondary keywords: master theses;inclusive education;positions;Pedagogics students;Slovenia;Serbia;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 100 f.
ID: 9587802