Beliefs of Student Teachers in Serbia and Slovenia about Supporting Vulnerable Pupils in Learning and Social Participation

Autor/inn/en	Macura, Suncica; Cuk, Ivan; Pecek, Mojca
Titel	Beliefs of Student Teachers in Serbia and Slovenia about Supporting Vulnerable Pupils in Learning and Social Participation
Quelle	In: European Journal of Special Needs Education, 35 (2020) 1, S.55-69 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2019.1607660
Schlagwörter	Preservice Teachers; Student Attitudes; Inclusion; Students with Disabilities; Special Needs Students; Instructional Program Divisions; Cultural Differences; Foreign Countries; Preservice Teacher Education; College Freshmen; College Seniors; At Risk Students; Immigrants; Minority Group Students; Disadvantaged Youth; Refugees; Serbia; Slovenia + Suchen Sie Ihr Suchwort? Schülerverhalten; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; Kultureller Unterschied; Ausland; Lehramtsstudiengang; Lehrerausbildung; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Immigrant; Immigrantin; Immigranten; Benachteiligter Jugendlicher; Flüchtling; Serbien; Slowenien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01