Search results for: Peček Mojca
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The Cultural Responsiveness of Teacher Candidates towards Roma Pupils in Serbia and Slovenia – Case Studies
This study seeks to determine how differences in the Slovenian and Serbian contexts are reflected in differences in the initial cultural responsiveness of student teachers with regard to Roma minority pupils and their parents in the two countries. The results indicate that most student teachers in both groups favoured educating Roma pupils in regular schools and were aware of discrimination against Roma pupils in the education system. In addition, the results indicate that most of the student teachers agreed with the forms of cooperation that are most common in elementary schools, for example, parent meetings and individual meetings with parents. Finally, the results also indicate that the majority of student teachers from both groups would enrol Roma pupils in their class if they were charged with making this decision.
Updated: Nov. 18, 2015
Who Is Responsible for Vulnerable Pupils? The Attitudes of Teacher Candidates in Serbia and Slovenia
This study aimed to explore how teacher candidates (TCs) from Serbia and Slovenia understand the level of responsibility that they feel towards vulnerable pupils in mainstream elementary schools. Specifically, the study sought to elicit teacher candidates’ views about division of responsibility for the academic achievement and additional support of vulnerable pupils and their views on the factors that most affect learning difficulties in those pupils. The findings suggest that participants from both faculties perceive the teacher and the parents as very important, in terms of responsibility for academic achievements and in terms of providing learning support to the pupil. Parents and teachers are also described as factors that affect a pupil’s learning difficulties, but the pupil’s disability is seen as more important.
Updated: Sep. 09, 2014