Prepletenost rezilientnosti in inkluzivnih kompetenc bodočih učiteljev
Ključne besede:
inkluzija, rezilientnost, kompetence, začetno izobraževanje, bodoči učiteljiPovzetek
Inkluzivni vzgojno-izobraževalni sistemi so povezani z ustvarjanjem edukacijskih praks, usmerjenih v posameznika, ki temeljijo na znanstveno preverjenih smernicah, a so hkrati povsem personificirane in zato povezane s pedagoškim raziskovanjem.
Inkluzija je proces, ki se z vsakim posameznikom edinstveno zasnuje, pri čemer se sooča z neznanim. Zahteva optimistično naravnanost, spodbudno in podporno okolje ter proaktivno delovanje. Na tej premisi smo postavili tezo, da študenti, bodoči učitelji, medem ko izgrajujejo inkluzivne kompetence, posredno izgrajujejo tudi svojo rezilientnost. V študijo primera smo vključili 13 študentov Pedagoške fakultete Univerze na Primorskem in izvedli fokusne intervjuje. Pridobljene podatke smo besedno analizirali in nato uporabili analizo sopojavnosti pojmov. Prepoznali smo 43 pojmov, 29 se jih je nanašalo na dejavnike rezilientnosti, 14 pa na dejavnike inkluzivnih kompetenc v izgrajevanju. Pojme rezilientnosti smo združili v tri kategorije, pojme inkluzivnih kompetenc v izgrajevanju pa v štiri kategorije. Ugotovili smo, da se pojmi kategorij rezilientnosti prepletajo s pojmi kategorij inkluzivnih kompetenc. Praktično pedagoško usposabljanje prispeva k izgrajevanju rezilientnosti študentov ob hkratnem razvijanju inkluzivnih kompetenc.
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