Prehliadanie podľa Autor "Pavko, Martina"

Teraz sa zobrazuje 1 - 2 z 2
  • Obrázok miniatúry
    Položka
    Subjektívne vnímanie profesijnej pripravenosti študentov a začínajúcich učiteľov v kontexte kurikulárnych a legislatívnych zmien
    (Univerzita Pavla Jozefa Šafárika v Košiciach, 2025) Pavko, Martina
    Curricular reform and legislative changes in Slovak education place increased demands on teachers' professional competencies and their readiness to implement changes in practice. This paper focuses on the subjective perception of the preparedness of students and beginning teachers, while also reflecting on the formation of their professional identity during undergraduate studies. The survey was conducted in the form of a questionnaire (N = 108). The data were analyzed using descriptive and inferential statistics. Respondents declared higher preparedness in lesson planning and implementation but lower in the areas of assessment, inclusive education, working with support measures, and implementing the new State Educational Program, which will come into force in the 2026/2027 school year. The results also point to differences between groups of students from different universities and between students and beginning teachers. The findings point the need for more practical preparation and systematic support in accordance with current reform requirements. They can contribute to improving the quality of university teacher education programs.
  • Obrázok miniatúry
    Položka
    Supporting and limiting factors in inclusive education in pre-primary and primary schools: an overview of empirical findings in the Slovak context
    (Slovenská Vzdelávacia a Obstarávacia : Nitra, 2026) Pavko, Martina
    Inclusive education in pre-primary and primary schools depends on the interplay of several interconnected factors at the levels of the teacher, the school, and the broader support system. This paper is a review study aimed at identifying and analysing the factors that support and limit inclusive education, with a focus on the Slovak context. A search for empirical studies was conducted in the Scopus, Web of Science, and Google Scholar databases. Based on predefined criteria, 14 empirical studies were included in the final analysis. The findings were organised into three thematic areas: factors at the teacher level, factors at the school level and school-based support, and the Slovak context as an interpretative framework for the implementation of inclusive education. The analysis showed that inclusive practice are supported by positive teacher attitudes, practical experience, professional preparedness, collaboration with specialist staff, and the functioning of school support mechanisms. The main limiting factors included insufficient professional preparation, uncertainty in differentiated instruction, a lack of specialist staff, administrative burden, and broader systemic barriers. The results suggest that inclusive education cannot be understood as the result of a single isolated factor, but rather as a complex process.