Prakse inkluzivnega poučevanja učencev z disleksijo: spremembe, spodbujene z izobraževanjem v živo, glede samoučinkovitosti v prepričanjih, skrbeh in v stališčih učiteljev tujih jezikov
Povzetek
Namen anketne raziskave je bil pokazati, kako se prepričanja o samo-učinkovitosti učiteljev tujih jezikov (N = 69) in njihove skrbi v poveza-vi z izvajanjem inkluzivnih učnih praks z učenci z disleksijo ter njihov odnos do inkluzije v tujejezikovnem izobraževanju spremenijo zaradi udeležbe učiteljev na intenzivnem usposabljanju v živo o disleksiji in poučevanju tujih jezikov. Primerjave pred začetkom in po koncu uspo-sabljanja so pokazale statistično pomembno izboljšanje prepričanj o lastni učinkovitosti in stališč z veliko do srednjo velikostjo učinka ter zmanjšanje zaskrbljenosti z majhno velikostjo učinka. Poleg tega se je zaznana raven znanja o disleksiji, o kateri so poročali udeleženci uspo-sabljanja po njegovem zaključku, v primerjavi z znanjem pred uspo-sabljanjem pomembno povečala, pri čemer je bila velikost učinka ve-lika. Zaznavanje znanja je bilo ključno povezano s prepričanji o lastni učinkovitosti pred usposabljanjem in skrbeh ter s prepričanji o lastni učinkovitosti po usposabljanju. Raziskan je bil vpliv več osnovnih spre-menljivk na prepričanja o lastni učinkovitosti, skrbi in stališča. Ugotovili smo, da splošne pedagoške izkušnje, izkušnje pri poučevanju učencev z disleksijo, okoliščine poučevanja (država), zaposlitev za polni delovni čas in stopnja izobrazbe ne vplivajo pomembno na prepričanja o lastni učinkovitosti ter stališča pred usposabljanjem in po njem. Začetni uči-nek predhodnega usposabljanja na prepričanja o lastni učinkovitosti je v vprašalniku po usposabljanju izzvenel. Pri skrbeh in stališčih pred usposabljanjem in po njem ni bilo opaziti pomembnih učinkov pred-hodnega usposabljanja. Začetni učinek stopnje izobrazbe in izkušenj pri poučevanju tujega jezika učencev z disleksijo na zaskrbljenost je izzvenel v vprašalniku po usposabljanju. Kontekst poučevanja (država) in zaposlitev za polni delovni čas sta udeležence razlikovala glede tega, kako zaskrbljeni so bili pred usposabljanjem glede izvajanja inkluzivne-ga poučevanja, te razlike pa so se ohranile tudi po usposabljanju. Starost je razlikovala med udeleženci glede odnosa do inkluzivnega poučevanja, ki so ga imeli pred usposabljanjem, vendar so te razlike po usposabljanju izzvenele. In končno, učiteljice in učitelji usposabljanja so se pomembno razlikovali od drugih udeležencev usposabljanja glede samoučinkovi-tosti pred usposabljanjem in zaskrbljenosti po njem, pri čemer je bila velikost učinka majhna do srednja.
Prenosi
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