Attitudes of Serbian and Slovenian student teachers towards causes of learning underachievement amongst Roma pupils

Macura-Milovanović, Sunčica; Peček, Mojca

doi:10.1080/13603116.2012.703247

Cited by 19 publications

(7 citation statements)

References 16 publications

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“…Student-teachers also believe that Roma parents and students are the main causes of the academic underachievement of Roma students, while the causes of this underachievement related to teachers and schools are minimized (Macura Milovanović & Peček, 2013). The education of future and current teachers is embedded in a society where public discourse abounds with open hatred toward the Roma.…”

mentioning

confidence: 99%

Beyond Inclusion: Reconsidering Policies, Curriculum, and Pedagogy for Roma Students

Miskovic

Curcic

2016

IJME

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mentioning

confidence: 99%

Beyond Inclusion: Reconsidering Policies, Curriculum, and Pedagogy for Roma Students

Miskovic

Curcic

2016

IJME

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“…In Serbia it is not unusual to find that Roma parents are blamed for their children's underachievement and dropping out. The assumption is that they are not interested in their TEACHER LEADERSHIP AND INTERCULTURAL EDUCATION IN SERBIA children's education (Macura-Milovanović & Peček, 2012). In the APREME project the dominant prejudices toward Roma parents were deconstructed and challenged.…”

Section: Resultsmentioning

confidence: 99%

Stories From Intercultural Education in Serbia: Teacher Leadership and Parent Participation

Vranješević

Frost

2016

European Education

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“…With this in mind, we decided to develop two versions of the scales because, in Serbia, the Roma minority has the most unfavourable social status, accompanied with negative stereotyping. For example, the attitude towards the Roma is characterized by a high social distance (Frenčesko, Mihić & Kajon, 2005;Miladinović, 2008), and teachers from Serbia justify the school failure of Roma students by the Roma lifestyle and family characteristics, parents' low investment in education and Roma students' lack of motivation for school work (Macura-Milovanović, Pantić & Closs, 2012;Macura-Milovanović and Peček, 2013;Petrović, 2010).…”

Section: The Present Studymentioning

confidence: 99%

Self-regulatory dimension of teachers' intercultural competence: Development and psychometric evaluation of new scales

Zlatković¹,

Petrović²,

Erić³

et al. 2017

Psihol istra

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Self-regulation is a key issue for teachers. Self-regulatory competencies help teachers maintain both their well-being and professional commitment. This is of particular importance when it comes to teaching in culturally diverse classrooms. However, this facet is generally neglected when Teacher Education supports pre-and inservice teachers in the development of their intercultural competencies. Against this background, the current paper deals with the development of three scales for the assessment of self-regulatory aspects of teachers' intercultural competencethe Teacher Cultural Diversity Flexibility Scale (TCDFS), the Teacher Cultural Diversity Emotional Regulation Scale (TCDERS), and the Teacher Cultural Diversity Tolerance for Ambiguity Scale (TCDTAS). Each scale was developed and validated in two forms: one referring to minority students in general, and one referring specifically to Roma students. The results indicate generally good reliabilities (αs from .74 to .91) and a unifactorial structure for each of the proposed scales. Both forms (general and the one for the Roma) of the TCDFS and the TCDERS also demonstrated concurrent validity. An assessment based on these scales may better inform training interventions aiming to develop self-regulatory aspect of teachers' intercultural competence and to measure the outcomes and efficacy of such interventions. However, correlation analyses have also revealed some weaknesses of the TCDTAS. In the light of these results, further efforts should be directed at reanalysing the construct of self-regulation in dealing with diversity.

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Attitudes of Serbian and Slovenian student teachers towards causes of learning underachievement amongst Roma pupils

Cited by 19 publications

References 16 publications

Beyond Inclusion: Reconsidering Policies, Curriculum, and Pedagogy for Roma Students

Beyond Inclusion: Reconsidering Policies, Curriculum, and Pedagogy for Roma Students

Stories From Intercultural Education in Serbia: Teacher Leadership and Parent Participation

Self-regulatory dimension of teachers' intercultural competence: Development and psychometric evaluation of new scales

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