Please use this identifier to cite or link to this item: https://scidar.kg.ac.rs/handle/123456789/10642
Title: Beliefs of student teachers in Serbia and Slovenia about supporting vulnerable pupils in learning and social participation
Authors: Macura, Sunčica
Čuk, Ivan
Pecek M.
Journal: European Journal of Special Needs Education
Issue Date: 1-Jan-2020
Abstract: © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. The focus of this paper is a comparative analysis of student teachers’ beliefs about inclusive practices, i.e. how teachers should support vulnerable pupils. The study explores the differences between the beliefs of Serbian and Slovenian student teachers in the first and fourth years of their studies and the differences between first-year and fourth-year student teachers’ beliefs in each country. The results suggest that Serbian and Slovenian student teachers differ in their beliefs according to their study year and the country in which they live. Regarding the country, Slovenian student teachers tend to be more demanding of vulnerable pupils, while Serbian student teachers tend to be more permissive. Possible explanations for the differences between the two groups of student teachers may be found in the educational systems, educational legislation and teaching practices of the two countries. Implications for initial teacher education in both countries are discussed.
URI: https://scidar.kg.ac.rs/handle/123456789/10642
Type: Article
DOI: 10.1080/08856257.2019.1607660
ISSN: 08856257
SCOPUS: 85065057712
Appears in Collections:Faculty of Education, Jagodina
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