Тимови за инклузивно образовање као контекст хоризонталног учења васпитача
The Teams for Inclusive Education as a Context of Preschool Teachers’ Horizontal Learning

Summary/Abstract: The paper discusses the problems related to the current practice of the teams for inclusive education in preschool institutions as contexts for teachers’ horizontal learning. The aim of the research was to determine how teachers assess the contribution of teams for inclusive education and teams for providing additional support to the child in developing their professional competencies for the implementation of inclusive education and how, from their point of view, the process of horizontal learning within the institution is realized through them. The study included 80 preschool teachers employed in preschools in different cities in Serbia. Qualitative analysis of the collected material was applied. The research findings suggest that preschool teachers recognize the following as the greatest professional gain from participating in these teams: providing and obtaining assistance from colleagues within the team, the collective understanding of the problem, additional self-confidence in the job they do, reviewing, developing and upgrading existing competencies needed to work in an inclusive environment. The model of teachers’ professional development should be considered from the dimension of the organizational contiunous learning process within the institution. Systemic changes should go in the direction of increasing the coverage of preschool institutions involved in various development projects, action research, and other models that include teachers’ partnerships, joint activities, long-term and continuous learning process.

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