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master's thesis
Uloga školskog pedagoga u razvoju inkluzivne kulture odgojno-obrazovne ustanove
2020. urn:nbn:hr:162:986911
Ilić, Anja
University of Zadar
Department of Pedagogy

Cite this document

Ilić, A. (2020). Uloga školskog pedagoga u razvoju inkluzivne kulture odgojno-obrazovne ustanove (Master's thesis). Zadar: University of Zadar. Retrieved from https://urn.nsk.hr/urn:nbn:hr:162:986911

Ilić, Anja. "Uloga školskog pedagoga u razvoju inkluzivne kulture odgojno-obrazovne ustanove." Master's thesis, University of Zadar, 2020. https://urn.nsk.hr/urn:nbn:hr:162:986911

Ilić, Anja. "Uloga školskog pedagoga u razvoju inkluzivne kulture odgojno-obrazovne ustanove." Master's thesis, University of Zadar, 2020. https://urn.nsk.hr/urn:nbn:hr:162:986911

Ilić, A. (2020). 'Uloga školskog pedagoga u razvoju inkluzivne kulture odgojno-obrazovne ustanove', Master's thesis, University of Zadar, accessed 21 December 2024, https://urn.nsk.hr/urn:nbn:hr:162:986911

Ilić A. Uloga školskog pedagoga u razvoju inkluzivne kulture odgojno-obrazovne ustanove [Master's thesis]. Zadar: University of Zadar; 2020 [cited 2024 December 21] Available at: https://urn.nsk.hr/urn:nbn:hr:162:986911

A. Ilić, "Uloga školskog pedagoga u razvoju inkluzivne kulture odgojno-obrazovne ustanove", Master's thesis, University of Zadar, Zadar, 2020. Available at: https://urn.nsk.hr/urn:nbn:hr:162:986911

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Metadata
TitleUloga školskog pedagoga u razvoju inkluzivne kulture odgojno-obrazovne ustanove
Title (english)The Role of the School Pedagogue in the Development of an Inclusive Culture of an Educational Institution
AuthorAnja Ilić
MentorDaliborka Luketić (mentor)
Committee memberAna Marija Iveljić (predsjednik povjerenstva)
Committee memberTamara Baždarić (član povjerenstva)
Committee memberDaliborka Luketić (član povjerenstva)
GranterUniversity of Zadar
(Department of Pedagogy)
Zadar
Defense date and country2020-09-30, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Abstract
Inkluzivna kultura je koncept koji se odnosi na uključivanje svih učenika bez obzira na njihove međusobne različitosti unutar odgojno-obrazovnog procesa. Te razlike mogu se očitovati kroz posebne potrebe koje učenik zahtijeva, naglasak nije samo na učeničkim poteškoćama, već na nizu drugih čimbenika koje utječu na njegov napredak unutar odgojno-obrazovnih ustanova, kao što su pripadnost drugoj vjeroispovijesti, etnicitet, loš socio-ekonomski status, različiti problemi unutar obitelji, sve to može uzrokovati probleme učeniku ukoliko okolina u kojoj se nalazi nije podržavajuća i inkluzivna. Da bi inkluzivna kultura u školama bila što uspješnije implementirana, potrebna je kvalitetna suradnja ravnatelja, učiteljskog kadra, stručne službe i roditelja. Poseban naglasak stavio se na školske pedagoge i njihovu ulogu kao (su)kreatora inkluzivne kulture u školama. Pokušalo se utvrditi što za njih znači sam koncept inkluzije i na koji način ga primjenjuju u svakodnevnom radu, analizirati suradnju školskog pedagoga s ostalim članovima stručne službe, učiteljima te roditeljima i ispitati njihovo zadovoljstvo radom škole u kojoj su zaposleni i kako mogu oni utjecati na poboljšanje inkluzivne kulture škole. Rezultati istraživanja pokazuju da su se pedagozi tijekom studiranja rijetko susretali s konceptom inkluzije, ali nastoje je primjenjivati svakodnevno u svome radu i to se najviše očituje u suradnji s učenicima putem raznih radionica, savjetodavnog rada, dok s učiteljima i nastavnicima imaju dobru komunikaciju nastojeći se naoružati strpljenjem i tolerancijom kako bi inkluzivna kultura škole došla što više do izražaja. Smatraju da je cjeloživotno obrazovnje ključno za svakog djelatnika odgojno-obrazovne ustanove i da jedino dodatno educiranje i rad na sebi može dovesti do uspješnog stvaranja i održavanja inkluzivne kulture unutar škole.
Abstract (english)
The Culture of Inclusion is a Concept of Inclusion of all Students no matter of their Differences, within the Educational Process. Those Differences are based not only upon their Difficulties in learning Process but every other special need which can have an Effect on Child’s rogress during their Education, such as other Religion, Ethnicity, bad socio-economical Background, diverse Problems inside their Families which can cause many Issues unless the nvironment is incusive and supportive. In order to implement Inclusion more successfully, the Cooperation between the Headmaster, Teachers and Experts at school as well as Parents, is necessary. A special Accent is put on a School Pedagogues and their role in creating inclusive culture in Schools, what is this Concept from their Point of View, the ways of Implementation in their everyday Work, the Cooperation with other School Educators, Teachers, Parents, their Satisfaction with present working Environment and finding Alternatives for Improvements in this ield. The Results of this survey show that although during their acadamic Education, Pedagogues rarely studied about the Concept of Inclusion, they put a great Effort in its Implementation in their Work by doing various educational Workshops with their Students and trying to maintain good Communication with Teachers in order to implement inclusive Culture in Schools.They consider a lifetime Education crucial for each ember of educational System which can lead to succcessful Creation and Maintanance of the Culture of Inclusion in Schools.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:162:986911
Study programmeTitle: Pedagogy
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2021-11-12 14:07:33