Conceptualizations of inclusive schooling by pre-service teachers in Slovakia
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Dátum
2025
Názov časopisu
ISSN časopisu
Názov zväzku
Vydavateľ
Scientia Socialis : Šiauliai
ISBN
ISSN
1822-7864
2538-7111
2538-7111
Abstrakt
Understanding how pre-service teachers conceptualize inclusive schooling is critical for effective teacher education. The present study examined how 455 pre-service teachers from eight Slovak universities perceive and prioritize eight distinct conceptualizations of an inclusive school, analyzing influences of professional specialization, study mode, and experience with diversity. A quantitative survey, utilizing ratings on a 6-point Likert scale and forced choice ranking, revealed "every child is valued" as the most preferred concept, signaling a strong normative commitment to individual children's worth. "Bottom-up inclusion," emphasizing practical, team-based approaches, also ranked highly. While no significant differences were found across teacher specializations or personal experience with diversity, part-time students showed stronger preference for "bottom-up inclusion" compared to full-time students, who prioritized "every child is valued". These findings suggest that professional experience may shape more practical conceptualizations of inclusion, underscoring the importance of structured reflection alongside practical experience in teacher education.
Popis
In: Problems of education in the 21st century. Šiauliai : Scientia Socialis, 2025. ISSN 1822-7864. Vol. 83, no. 5 (2025), pp. 689-704.
Kľúčové slová
inkluzívne vzdelávanie, inclusive education, budúci učitelia, future teachers, vzdelávacie koncepcie, educational concepts, kvantitatívny prieskum
Výstup z projektu
APVV-22-0450 Program rozvoja jazykových spôsobilostí detí s odlišným materinským jazykom v slovenskom jazyku - tvorba a overovanie
Citácia
Práva a licenčné podmienky
CC BY-NC Creative Commons Attribution-NonCommercial 4.0. International
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess