Samopouzadanje budućih nastavnika glede poučavanja učenika oštećena vida u inkluzivnom obrazovnom okruženju

The implementation of inclusive education for students with visual impairments still represents a challenge. The results of different studies have shown that regular teachers generally have misconceptions about visual impairments. Similar results can be found for pre-service teachers. In this study, the focus is on the challenges, questions, and dilemmas of pre-service teachers in relation to the inclusion of students with visual impairments. Pre-service teachers (N = 152) in undergraduate teacher education study programmes (preschool education and primary teacher education) and graduate (i.e. MA-level) teacher education study programmes (primary teacher education, art education, subject teacher education) participated in the study. The pre-service teachers rated their confidence in their own knowledge and skills in terms of ten specific tasks related to teaching students with visual impairments. The pre-service teachers evaluated their professional knowledge and skills in the observed areas as insufficient to effectively teach students with visual impairments in mainstream schools. The relationship between confidence level and independent variables (personal experience, first thought, study programme) was analysed. The results showed that there were no signifycant differences regarding personal experience and study programme; however, there was a signify cant difference regarding their positive, neutral, and negative first thought. A principal component analysis was conducted to detect interrelationships among items on a scale of self-confidence, and it indicated two components: the first one is related to ‘designing and delivering instruction’ and the second one is related to ‘adapting and modifying the learning environment’. Implications for teacher training and the development of a future course are discussed.Implementacija inkluzivnog obrazovanja za učenike oštećena vida i dalje predstavlja izazov. Rezultati prethodnih istraživanja pokazali su da redovni nastavnici obično imaju pogrešne predodžbe o učenicima oštećena vida i njihovom poučavanju. Slični rezultati mogu se naći i kod budućih nastavnika. Cilj ovog rada bio je ispitati izazove, pitanja i dileme budućih nastavnika glede uključivanja učenika oštećena vida u redovnu osnovnu školu. Ispitivanjem su obuhvaćeni budući nastavnici (N = 152) preddiplomskih (predškolski odgoj, razredna nastava) i diplomskih studijskih programa (razredna nastava, predmetna nastava). U istraživanju je korištena Skala za ocjenjivanje pouzdanja u vlastito znanje i vještine poučavanja učenika oštećena vida u redovnoj osnovnoj školi. U promatranim područjima budući nastavnici ocjenjuju svoje profesionalno znanje i vještine za poučavanje učenika oštećena vida u redovnim školama nedovoljnima. Rezultati analize razlika u samopouzdanju budućih nastavnika s obzirom na nezavisne varijable nisu pokazali značajne razlike u pogledu osobnog iskustva i programa studija. Međutim, značajna razlika pokazala se glede njihove pozitivne, neutralne i negativne prve misli. Metodom glavnih komponenata čestica na skali ekstrahirane su dvije dimenzije: prva se odnosi na ‘planiranje nastave i poučavanje’, a druga se odnosi na ‘prilagodbu i modificiranje okoline učenja’