Socijalne kompetencije budućih učitelja za inkluziju

The aim of the research was to examine students’ social competences at teacher education faculties, relevant for the implementation and improvement of educational inclusion. The research involved 374 students of two teacher education faculties in the Republic of Serbia - 207 first-year and 171 fourth-year students. The applied instrument was designed for the research purposes, composed as a combination of a questionnaire and a Likert-type scale. The results showed that the interviewed students have positive attitudes towards situations that indicate the existence of empathy and low social distance towards people who are different; they respect diversity and have a sense of social justice; they approach disabled people’s problems from the position of their constraints. The fourth-year students showed more positive attitudes on these issues, which led us to conclude that they have greater social competences for participation in inclusive education. The results of the research indicate the need for continuous assessment of students’ competence for inclusion, which would be the initial step in improving differentiated programmes that stimulate and develop these competences.Cilj istraživanja bio je ispitati socijalne kompetencije studenata učiteljskih fakulteta važne za primjenu i poboljšanje obrazovne inkluzije. U istraživanju su sudjelovala 374 studenta dvaju učiteljskih fakulteta u Republici Srbiji – 207 studenata prve godine i 171 student četvrte godine. Primijenjeni instrument osmišljen je za istraživačke svrhe i izrađen kao kombinacija upitnika i Likertove skale. Rezultati pokazuju da studenti, sudionici istraživanja, imaju pozitivne stavove prema fokusnim situacijama, što ukazuje na postojanje empatije i male društvene distance u odnosu na drugačije ljude; poštuju različitosti i imaju osjećaj za socijalnu pravdu, a problemima ljudi s teškoćama pristupaju iz pozicije njihovih ograničenja. Studenti četvrte godine pokazali su pozitivnije stavove prema tim pitanjima, što nas je dovelo do zaključka da imaju veće socijalne kompetencije za sudjelovanje u inkluzivnom obrazovanju. Rezultati istraživanja ukazuju na potrebu za kontinuiranom procjenom studentskih kompetencija za inkluziju, što bi bio početni korak u poboljšanju diferenciranih programa koji potiču i razvijaju te kompetencije