Please use this identifier to cite or link to this item: https://scidar.kg.ac.rs/handle/123456789/10642
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dc.contributor.authorMacura, Sunčica-
dc.contributor.authorČuk, Ivan-
dc.contributor.authorPecek M.-
dc.date.accessioned2021-04-20T16:16:46Z-
dc.date.available2021-04-20T16:16:46Z-
dc.date.issued2020-01-01-
dc.identifier.issn08856257-
dc.identifier.urihttps://scidar.kg.ac.rs/handle/123456789/10642-
dc.description.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.-
dc.relation.ispartofEuropean Journal of Special Needs Education-
dc.titleBeliefs of student teachers in Serbia and Slovenia about supporting vulnerable pupils in learning and social participation-
dc.typeArticle-
dc.identifier.doi10.1080/08856257.2019.1607660-
dc.identifier.scopus85065057712-
Appears in Collections:Faculty of Education, Jagodina

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