prikaz prve stranice dokumenta Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training
  Preuzmi
PDF 1.92 MB
Znanstveni rad - Izvorni znanstveni rad
Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training
European Journal of Contemporary Education, 11 (2022), 3; 846-957. https://doi.org/10.13187/ejced.2022.3.846
Skočić Mihić, Sanja; Romstein, Ksenija; Sunko, Esmeralda

Citiranost:
,
Citirajte ovaj rad

Skočić Mihić, S., Romstein, K. i Sunko, E. (2022). Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training. European Journal of Contemporary Education, 11. (3), 846-957. doi: 10.13187/ejced.2022.3.846

Skočić Mihić, Sanja, et al. "Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training." European Journal of Contemporary Education, vol. 11, br. 3, 2022, str. 846-957. https://doi.org/10.13187/ejced.2022.3.846

Skočić Mihić, Sanja, Ksenija Romstein i Esmeralda Sunko. "Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training." European Journal of Contemporary Education 11, br. 3 (2022): 846-957. https://doi.org/10.13187/ejced.2022.3.846

Skočić Mihić, S., Romstein, K. i Sunko, E. (2022) 'Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training', European Journal of Contemporary Education, 11(3), str. 846-957. doi: 10.13187/ejced.2022.3.846

Skočić Mihić S, Romstein K, Sunko E. Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training. European Journal of Contemporary Education [Internet]. 11.2022. [pristupljeno 06.04.2025.];11(3):846-957. doi: 10.13187/ejced.2022.3.846

S. Skočić Mihić, K. Romstein i E. Sunko, "Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training", European Journal of Contemporary Education, vol. 11, br. 3, str. 846-957, Studeni 2022. [Online]. Dostupno na: https://urn.nsk.hr/urn:nbn:hr:141:309651. [Citirano: 06.04.2025.]

Za citiranje koristite ovu mrežnu adresu: https://urn.nsk.hr/urn:nbn:hr:141:309651
Prijavite se u repozitorij kako biste mogli spremiti objekt u svoju listu.
Podaci o radu
Naslov (engleski)Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training
AutorSanja Skočić Mihić
AutorKsenija Romstein
AutorEsmeralda Sunko
Autorova ustanovaSveučilište Josipa Jurja Strossmayera u Osijeku
Fakultet za odgojne i obrazovne znanosti
Znanstveno / umjetničko
područje, polje i grana		INTERDISCIPLINARNA PODRUČJA ZNANOSTI
Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)
Sažetak (engleski)
The benefits of high-quality Early Childhood Education and Care (ECEC) as a prerequisite and opportunity for development, especially for children and families at risk of social exclusion, are widely recognized. High-quality educational practices for children at risk of social exclusion (RSE) should be flexible and aligned with their individual needs. This study uses a national stratified random sample of 1,142 Croatian preschool teachers to examine how they perceive the quality of educational... Više practices regarding children at RSE. Preschool teachers perceive conditions and opportunities for quality education of children at RSE in ECEC by providing activities that promote diversity, building partnerships with parents, and children's development and learning. Perceived conditions and opportunities for children with RSE were related to teachers' formal education level: their master's degree and prior participation in training on developmentally appropriate practices for children with RSE. Only one-fifth of the teachers had recently participated in in- service training on children with RSE, indicating the need for high-quality teacher in-service training to acquire skills to support this group of children and their parents. Teacher in-service training can improve the perception of better conditions and opportunities for quality pedagogical practice that addresses the individual needs of each child at risk of social exclusion. Sakrij dio sažetka
Ključne riječi (engleski)
Jezikengleski
Vrsta publikacijeZnanstveni rad - Izvorni znanstveni rad
Status objaveObjavljen
Vrsta recenzijeRecenziran - međunarodna recenzija
Verzija publikacijeObjavljena verzija rada (izdavačev PDF)
Naslov časopisaEuropean Journal of Contemporary Education
Brojčani podacivol. 11, br. 3, str. 846-957, 14
e-ISSN2305-6746
DOIhttps://doi.org/10.13187/ejced.2022.3.846
URN:NBNurn:nbn:hr:141:309651
Datum objave publikacije2022-11
ProjektŠifra: IP-2019-04-2011
Naziv (hrvatski): Modeli odgovora na odgojno-obrazovne potrebe djece izložene riziku socijalne isključenosti u ustanovama ranog i predškolskog odgoja i obrazovanja
Naziv (engleski): Models of Response to Educational Needs of Children at Risk of Social Exclusion in Early and Childhood Education and Care Institutions
Kratica: MORENEC
Voditelj: Dejana Bouillet
Pravna nadležnost: Hrvatska
Financijer: Hrvatska zaklada za znanost
Linija financiranja: Research Projects
URL dokumentahttps://ejce.cherkasgu.press/journals_n/1664480936.pdf
Vrsta resursaTekst
Prava pristupaOtvoreni pristup
Uvjeti korištenjaIkona licence Zaštićeno autorskim pravom.
Datum i vrijeme pohrane2024-05-27 12:27:12
accessibility

closePristupačnostrefresh

Ako želite spremiti trajne postavke, kliknite Spremi, ako ne - vaše će se postavke poništiti kad zatvorite preglednik.