Timsko sodelovanje in sodelovalno poučevanje v inkluzivnih vrtčevskih oddelkih
DOI:
https://doi.org/10.55707/ds-po.v41i2.224Ključne besede:
sodelovalno poučevanje, timsko sodelovanje, predšolsko obdobje, inkluzivno izobraževanjePovzetek
Pričujoča kvalitativna raziskava preučuje stališča vzgojiteljic in izvajalk dodatne strokovne pomoči (DSP) do timskega sodelovanja in sodelovalnega poučevanja v predšolskih ustanovah ter identificira ključne izzive in priložnosti. S pomočjo polstrukturiranih intervjujev, izvedenih s strokovnimi delavkami iz različnih regij (štiri vzgojiteljice in štiri izvajalke DSP), smo pridobili podatke, ki kažejo, da se sodelovalno poučevanje pogosto ne izvaja načrtno in skladno z opredelitvami v strokovni literaturi. Najpogosteje izpostavljeni izzivi vključujejo usklajevanje časovnih okvirov, pomanjkanje učinkovite komunikacije, premalo skupnega načrtovanja ter nezadostno predhodno izobraževanje o sodelovalnem poučevanju v formalnih in dodatnih programih usposabljanja. Rezultati poudarjajo potrebo po zgodnjem razvijanju kompetenc za sodelovanje, izboljšani organizacijski podpori ter večjem poudarku gradnji profesionalnih odnosov, ki so temelj za uspešno vključevanje otrok s posebnimi potrebami v inkluzivno predšolsko okolje.
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