Page 195 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 195
Različni pristopi k spodbujanju razvoja inkluzivnih kompetenc študentov razrednega pouka
nja: nekaj praktičnih predlogov. 2007. Ljubljana: Zveza bibliotekarskih dru-
štev Slovenije.
Štemberger, Tina, in Vanja R. Kiswarday. 2016. »Validation of the Inclusive Com-
petences Scale for Educators (InComSEdu).« The New Educational Review
44 (2): 243–254.
Viorica-Torii, Caciuc. 2015. »Reflections on the Development of Responsible Le-
arning by Capitalizing Student-Centered Educational Strategies.« Proce-
dia: Social and Behavioral Sciences 191:1947–1951.
Yakovleva, Nadezhda O., in Evgeny V. Yakovlev. 2014. »Interactive Teaching Me-
thods in Contemporary Higher Education.« Pacific Science Review 16 (2): 75–
80.
Taylor, Roben W., in Ravic P. Ringlaben. 2012. »Impacting Pre-Service Teachers’
Attitudes toward Inclusion.« Higher Education Studies 2 (3): 16–23.
Different Approaches to Promote the Development of Inclusive
Competences of Preservice Teachers
The modern higher education emphasize the role of creative and flexible learn-
ing approaches that support students’ active participation and creative skills
development within research and study process. This increases the opportu-
nities for students’ creative, research-oriented, independent and responsible
work. Furthermore, in inclusive education is important that teachers take re-
sponsibility for learning of all students and creatively look for learning ap-
proaches that suits individual needs. Inclusive competencies of preservice
teachers can be developed in creative learning environments. In this paper
we present an example of it. Our aim was to understand how such creative
learning environment contributes to students’ professional and personal de-
velopment and pro-inclusive attitudes. We analyzed 13 written reflections. In-
deed, our findings indicate that by active and problem oriented involvement
students were more focused and curious. The results also show a modification
in students’ attitudes towards children with special needs and inclusion.
Keywords: creative approaches, multisensorial workshops, inclusive compe-
tences, initial teachers’ education, children with special needs
195
nja: nekaj praktičnih predlogov. 2007. Ljubljana: Zveza bibliotekarskih dru-
štev Slovenije.
Štemberger, Tina, in Vanja R. Kiswarday. 2016. »Validation of the Inclusive Com-
petences Scale for Educators (InComSEdu).« The New Educational Review
44 (2): 243–254.
Viorica-Torii, Caciuc. 2015. »Reflections on the Development of Responsible Le-
arning by Capitalizing Student-Centered Educational Strategies.« Proce-
dia: Social and Behavioral Sciences 191:1947–1951.
Yakovleva, Nadezhda O., in Evgeny V. Yakovlev. 2014. »Interactive Teaching Me-
thods in Contemporary Higher Education.« Pacific Science Review 16 (2): 75–
80.
Taylor, Roben W., in Ravic P. Ringlaben. 2012. »Impacting Pre-Service Teachers’
Attitudes toward Inclusion.« Higher Education Studies 2 (3): 16–23.
Different Approaches to Promote the Development of Inclusive
Competences of Preservice Teachers
The modern higher education emphasize the role of creative and flexible learn-
ing approaches that support students’ active participation and creative skills
development within research and study process. This increases the opportu-
nities for students’ creative, research-oriented, independent and responsible
work. Furthermore, in inclusive education is important that teachers take re-
sponsibility for learning of all students and creatively look for learning ap-
proaches that suits individual needs. Inclusive competencies of preservice
teachers can be developed in creative learning environments. In this paper
we present an example of it. Our aim was to understand how such creative
learning environment contributes to students’ professional and personal de-
velopment and pro-inclusive attitudes. We analyzed 13 written reflections. In-
deed, our findings indicate that by active and problem oriented involvement
students were more focused and curious. The results also show a modification
in students’ attitudes towards children with special needs and inclusion.
Keywords: creative approaches, multisensorial workshops, inclusive compe-
tences, initial teachers’ education, children with special needs
195
