Наташа Д. Танчић, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија, имејл: natasakovacevic@ff.uns.ac.rs

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DOI: 10.5937/inovacije2201001T

Резиме: Професионални развој наставника је комплексан и вишезначан феномен који се последњих деценија, у многим земљама света, нашао у средишту образовне политике и постао једна од централних тема научних истраживања усмерних на унапређење квалитета васпитно-образовног рада савремене – инклузивне – школе. У раду се професинални развој наставника сагледава кроз дикурс образовне инклузије као и актуелне политике образовања, којима се интензивно промовишу право на квалитетно образовање које детету највише одговара. Предмет овог истраживања су предиктори професионалног развоја наставника у моделу инклузивне школе. Циљ истраживања био је да се утврди повезаност сета различитих: социодемографских, персоналних и контекстуалних чинилаца са професионалним развојем наставника и међу њима утврде детерминишући чиниоци. Истраживање је реализовано на узорку од 265 наставника основних школа. Коришћен је квантитативни модел, корелациони нацрт и техника анкетирања. Резултати истраживања показују оправданост истраживања ширег круга чинилаца и различит ниво повезаности испитиваних предиктора са професионалним развојем наставника. Утврђено је да су за ангажовање и партиципацију наставника у програмима стручног усавршавања кључни предиктори из групе персоналних фактора. Налази истраживања, у целини, бројним новим увидима у чиниоце могућности и ограничења професионалног развоја наставника доприносе грађењу потпуније слике о актуелној пракси професионалног усавршавања наставника у инклузивној школи и могу да буду не само информативни већ и корисни свим актерима у школској пракси, стучњацима у образовању, као креаторима образовних политика у моделовању и увођењу промена на овом подручју.

Кључне речи: образовна инклузија, усавршавање наставника, социодемографски фактори, контекстуални фактори, персонални фактори.

Abstract: Teachers’ professional development is a complex and multi-faceted phenomenon that in recent decades, in many countries around the world, has been at the center of educational policy and become one of the central topics of scientific research aimed at improving the quality of educational work of modern – inclusive – school. The paper examines the professional development of teachers through the discourse of educational inclusion and current educational policies which intensively promote the right to quality education that best suits the child. The predictors of teachers’ professional development in the model of an inclusive school are the topic of our research. The aim of the research was to determine the connection between a set of different factors – socio-demographic, personal, and contextual – with teachers’ professional development and identify the determining factors among them. The research was conducted on a sample of 265 primary school teachers. Quantitative model, correlation design, and survey technique were used. The research results show that researching a wider range of factors was purposeful and indicate a different level of connection of the examined predictors with teachers’ professional development. It has been determined that the predictors in the group of personal factors are central for the engagement and participation of teachers in professional development programs. In general, the research findings, with numerous new insights into the factors and limitations of teachers’ professional development, contribute to building a more complete picture of the current practice of the professional development of teachers in inclusive school and are not only informative, but also useful to all actors in school practice, creators of educational policies in modeling and introducing changes in this area.

Кeywords: educational inclusion, teachers’ professional development, socio-demographic factors, contextual factors, personal factors.

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