ASSESSMENT OF SPECIFIC TEACHER COMPETENCES FOR TEACHING AREA, SUBJECT AND TEACHING METHODOLOGY
ASSESSMENT OF SPECIFIC TEACHER COMPETENCES FOR TEACHING AREA, SUBJECT AND TEACHING METHODOLOGY

Summary/Abstract: Inclusive upbringing and education requires competent teachers, detailed planning and provision of necessary resources, so that students, regardless of differences, have equal chances to develop their capacities. The challenges of inclusive educational work and the constant need to acquire new teacher competencies influenced our determination to investigate and identify those specific competencies that shape the inclusive educational work of teachers in school. This article presents the results of empirical-non-experimental research, which was conducted on a sample of 761 teachers from 19 primary schools in the Republic of Srpska, with the application of appropriate descriptive method instruments. The goal of the research is defined: “Assessment of the specific competences of teachers for the teaching area, subject and teaching methodology with adaptation to students with special educational needs”. In accordance with the set goal of the research and the defined hypotheses, specific competencies were identified for which over 50% of teachers estimated that they were qualified or fully qualified. Competencies that are undervalued have also been identified. There are no statistically significant differences in competence assessments, according to the teachers’ socio-status characteristics. When choosing a training program, the majority of teachers opted for the teaching area, subject and teaching methodology with adaptation to students with special educational needs, and at the same time there are statistically significant differences of a certain level of risk according to the teacher’s workplace. Pedagogical implications: professional training of teachers is necessary.

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