www.ijcrsee.com
37
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
Introduction
The issue of inclusive education is focused on providing the high quality education for all learners
through the process of introducing the changes concerning the educational approach and the modication
of educational content depending on the learners’ individual needs for additional support. In order to realize
the inclusive education, the employees in the educational system must be ready to enable themselves for
supporting the children and the learners they work with.
Although the inclusive educational approach has been promoted for the last several decades and
it was established as a norm in 2006 (Krischler et al., 2019), the change of the educational paradigm in
educational institutions in Serbia from medical model to the pedagogic one started through legal reforms
in 2009. After all employees in educational institutions were obliged to the umbrella law on education
(Zakon o osnovama sistema obrazovanja i vaspitanja, 2009), its realization was regulated through the
following rulebooks: the Rulebook on additional education, healthcare and social support of the child,
a pupil and adult (Pravilnik o dodatnoj obrazovnoj, zdravstvenoj i socijalnoj podršci detetu, učeniku i
odraslom, 2018) and the Rulebook on closer instructions for determining the right to an individual
education plan, its implementation and evaluation (Pravilnik o bližim uputstvima za utvrđivanje prava
na individualni obrazovni plan, njegovu primenu i vrednovanje, 2018) (“Sl. glasnik RS”, No 74/2018).
However, the process from the legal regulations to the practical implementation has not been easy (Krstić,
Preschool Teachers’ Professional Training in the Field of Inclusive
Education in The North of Kosovo and Metohija
Tatjana Kompirović
1
,Daliborka Popović
2*
, Tatjana Radojević
1
, Andrijana Biševac
3
1
University of Priština in Kosovska Mitrovica, Faculty of Philosophy, Department of Pedagogy
e-mail: tatjana.kompirovic@pr.ac.rs, tatjana.radojevic@pr.ac.rs
2
University of Priština in Kosovska Mitrovica, Faculty of Teacher Education, Prizren – Leposavić, Department of Pedagogy and
Psychology, e-mail: daliborka.popovic@pr.ac.rs
3
Preschool institution “Naše dete”, Zubin Potok, e-mail: andrijanap.petronijevic6@gmail.com
Abstract: The issue of inclusive education is focused on providing the high quality education for all learners through the
process of introducing the changes concerning the educational approach and the modication of educational content depending
on the learners’ individual needs for additional support. The analyses of inclusive policies and inclusive practice in Europe
indicate that the characteristics of social context signicantly impact the development of inclusive practice. Self-assessment
for professional training is a vital condition for enhancing competences through continuous learning and reexive practice with
the aim of achieving the nal learning outcomes of all pupils. The aim of the research was also to determine the dominance of
certain ways of training within the regular professional training, in regard to the quality and availability of education and support
for work that can be provided by the preschool institution where these teachers are employed. The sample comprises of 130
preschool teachers of the following preschool institutions in the north of Kosovo and Metohija. Taking into account the results
of the conducted research, the respondents outlined as the most useful ndings and skills that are necessary for working
with children with disabilities the following ones: the identication of characteristics of certain difculties among children, the
adjustment of methods, ways of teaching, materials and space to working with children who need additional educational support,
the creation of individual educational plan for a child who needs additional educational support and communication skills for
working with parents.
Keywords: inclusive education, professional training, preschool institution, competences.
Original scientic paper
Received: February, 18.2023.
Revised: April, 04.2023.
Accepted: April, 24.2023.
UDK:
376.011.3-056.26/.36-053.4/.5(497.115)
373.2(497.115)
10.23947/2334-8496-2023-11-1-37-50
© 2023 by the authors. This article is an open access article distributed under the terms and conditions of the
Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
*
Corresponding author: daliborka.popovic@pr.ac.rs
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38
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
2017), therefore the development of the inclusive education is supported through organizing lectures,
debates, trainings for planning, its implemementation and evaluation, the Individual Education Plan (IEO),
availability of appropriate references, through establishing Interdepartmental Commissions at the local
level as well as the Inclusive Education Unit at the republic level (Maksimović and Stamatović, 2021).
In terms of the absence of this eld in initial education, the inclusive approach has frequently been
criticized with pessimistic attitude, hence the realization of children’s/pupils’ rights who need additional
support is doubted. The research on teachers’ attitudes in Serbia (Macura-Milovanović and Vujisić-
Živković 2011) indicate that students start their professional practice with negative attitudes towards
inclusive education, moreover that pupils who need additional support should be educated in specialized
schools. Kostović and associates also wrote about the willingness of schools for inclusion (Kostović,
Zuković and Borovica, 2011). In addition, some research among teachers (Popović et al., 2020) point
out that they do not evaluate themselves as competent enough for inclusive education. A competent
teacher is the one who is able to identify educational values within transaction with all pupils (Radulović
et al., 2010). The main indicators that refer to the competent teacher for working in the inclusive practice
are the acceptance and understanding of the diversity among children and the difference concerning the
satisfaction of their needs, as well as the readiness for nding strategies (for cooperation with parents and
other individuals) for improving their development and learning. The benet of such an approach toward
a child is reected in the maximum development of potentials that he/she has.
The analyses of inclusive policies and inclusive practice in Europe indicate that the characteristics
of social context signicantly impact the development of inclusive practice (Ainscow and César, 2006;
Krstić, 2017; Ratković, Hebib and Šaljić, 2017). Previously mentioned ndings imply the need for creating
consciousness concerning the relevance of applying resources that can be used for professional trainings
and at the same time enhance the social commitment to this issue. One more important aspect of the
support to the children who need additional educational support is also the parents’ awareness and
commitment, whereas employees in educational institutions also have a signicant role (Zuković and
Popović 2011). Self-assessment for professional training is a vital condition for enhancing competences
through continuous learning and reexive practice with the aim of achieving the nal learning outcomes
of all pupils (Jerotijević and Mrše 2010). There are only few research on the competences of preschool
teachers for working in inclusive practice in our region. Their authors agree with the fact that conceptual
changes in the preschool teachers’ initial education are necessary because preschool teachers are not
sufciently prepared for working in the inclusive practice from the professional point of view (Milenković
and Nikolić, 2015; Nikolić, Korać and Lazarević, 2020). Furthermore, enhancing the mechanism of
cooperation among experts from the institutions of education, healthcare and social protection is needed
(Zlatarović and Mihajlović, 2013). The results also point that the support of inclusive education through
professional training and horizontal connecting is rare, as well as that the plans of educational institutions
predict trainings for developing competences for working with children who need additional educational
support, but not different ways of learning through horizontal exchange and team work (Radivojević et al.,
2007: 55).
The importance and need for professional training of preschool teachers for working with children
who need additional support are based on the results of some earlier research (Jordan, Schwartz and
McGhie-Richmond, 2009; Seçer, 2010), which show that most professional training within this eld implies
more preschool teachers’ positive attitudes concerning the inclusive process in the preschool institution.
Thus, the crucial signicance of the development of inclusive policy and practice, focusing on the problem
and raising the interest of preschool teachers about personal roles and the possibilities of applying
certain strategies in practice, is reected in the participation of as many various models and programs
of preschool teachers’ professional training as possible (Corbett, 2002). The ways of approach toward
dealing with these issues are different and depend largely on the social context.
Taking into account the European Framework for Inclusive Education, legal regulations, but the
current national support of the development of the inclusive practice too, and the contextual framework
of the region where the research was conducted, the paper points out the research ndings that are the
result of preschool teachers’ self-assessment concerning the necessary assistance through professional
training for understanding children who need additional support, in order to provide them with adequate
and timely support of their development and learning.
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39
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
Materials and Methods
The subject matter of this research was to examine how preschool teachers assess the possibilities
of professional training in the eld of inclusive education. The authors’ primary idea was to use the nal
results for professional engagement, support and creating adequate and various ways for training the
preschool teachers for working with children with disabilities, who need additional educational support. In
other words, this research highlights the need for considering the preschool teachers’ attitudes towards
the factors of inclusion that impact its quality since the preschool teachers are bearers of educational
activities while working with children who need additional educational support. The appreciation of their
perceptions can reveal signicant preconditions of good inclusive practice.
The aim of the research was also to determine the dominance of certain ways of training within the
regular professional training, in regard to the quality and availability of education and support for work
that can be provided by the preschool institution where these teachers are employed. The aim itself was
achieved through several tasks such as: to determine how preschool teachers assess the availability
and quality of education concerning the children who need additional educational support within regular
professional training; to map preschool teachers’ attitudes towards the availability and quality of support in
the institution; to examine which knowledge and skills, according to preschool teachers, would contribute
to their competences and self-condence while working with children who need additional educational
support; to determine which way of professional training preschool teachers nd the most useful one.
For the requirements of the research the following scales were applied: The scale of basic
socio-demographic characteristics (which was constructed for the purposes of the research and the
consideration of socio-demographic variables) and the Scale of self-assessment of competences and the
quality of training for working in the inclusive kindergarten which was constructed by Mamić (2012) but it
was modied for the purposes of this research. This scale consists of the following segments, sub-scales:
1. The scale of availability and quality of trainings within regular professional training that contains 6
items (Cronbach’s Alpha 0,931- It is widely known that the values of Cronbach’s α that are above 0,70 are
acceptable (Pallant, 2009, according to Kompirović, 2021: 96).) by means of which the preschool teachers
were examined how they assess the availability and quality of trainings concerning the children who
need additional educational support on the scale from 1 to 5, 1 refers to the lowest, while 5 refers to the
highest level of availability and quality of trainings. The following variables were considered: availability of
trainings, the amount of new information, the quality of new information, applicability of gained knowledge,
the contribution of training to the competence for working with children and the contribution of training to
the self-condence for working with children who need additional educational support.
2. The scale of availability and quality of support in the preschool institution that contains 17 items
(Cronbach’s Alpha 0,972) by means of which the preschool teachers were examined how they assess the
availability and quality of support that they get in the institution where they work, on the scale from 1 to 5,
1 refers to the lowest, while 5 refers to the highest level of availability and quality of support. The following
variables were considered: the availability of the experts’ support, the amount of the gained information,
the quality of the gained information, the applicability of suggestions, the contribution of cooperation to
competences and self-condence, the availability of didactic tools, the amount and quality of didactic
tools, the applicability of available didactic tools, teachers’ effort for creating didactic tools, the contribution
of didactic tools to self-condence, the possibility of engaging the personal assistant, the contribution of
personal assistant, appropriate number of children in a group, the contribution of appropriate number of
children to the quality of work and physical adaptation of the space.
3. The list of knowledge and skills of preschool teachers for inclusive approach in education that
was used for ranking the most important knowledge and skills of preschool teachers while working with
children who need additional educational support. The respondents were ranked by means of the scale
from 6 which refers to the highest level to 1 which refers to the lowest one.
4. The list of the most useful forms of preschool teachers’ professional training that contains 4
possible answers, where the preschool teachers could choose two of them that describe best which forms
of trainings they nd the most useful ones.
The research was conducted in September, 2021, in all preschool institutions in the north of Kosovo
and Metohija. The sample comprises of 130 preschool teachers of the following preschool institutions:
Naše dete in Zubin Potok, Lane in Zvečan, Danica Jaramaz in Kosovska Mitrovica, Bambi in Sočanica,
Naša radost in Leposavić and Veselo detinjstvo in Lešak.
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40
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
Graph 1. Sample structure in regard to the respondents’ age
Considering the structure of the sample in terms of the respondents’ age, most of them belong to
the middle age from 31 to 40 that is from 41 to 50.
Graph 2. Sample structure in regard to the respondents’ working experience in the preschool institution
For the purposes of the analysis but due to insufcient presence of certain categories that are
grouped according to the variable of working experience, the respondents were divided into two groups:
the rst one contains the respondents who have less than 10 years of working experience (47%) while
the second one contains the respondents who have more than 10 years of working experience (53%).
Graph 3. Sample structure in regard to professional qualications
Taking into account respondents professional qualications, approximately the same percentage of
respondents (more than the third) graduated from high school (37,7%) or the Preschool Teacher Training
College that lasted for 4 years (36,9%). 16,2% of respondents graduated from the Preschool Teacher
Training College of Applied Studies (4+1), whereas 8,5% of them graduated from the Faculty of Pedagogy
or Faculty of Psychology. In terms of gender, there were more female respondents, more precisely 127
(97,7%) of them, in comparison with the male ones, only 3 (2,3%) of them, which is not surprising at all
considering the fact that mostly women are interested in this profession. Consequently, the variable of
gender is not taken into account within further analysis and discussion of results.
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41
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
The data were analyzed by means of the following procedures of the statistical program for data
analysis SPSS 21: descriptive analysis, t-test and one-way analysis of variance.
Results and Discussion
The assessment of the availability and quality of trainings within regular professional
training. These lines of the paper present the way preschool teachers assess the availability and quality of
trainings concerning children who need additional educational support within regular professional training.
Graph 4. Attending training related to working with children who need additional educational support
According to the gained results, every fourth respondent (25,4%) attended some training related to
working with children who need additional educational support, while 74,6% of them haven’t had such an
experience yet. This fact is humiliating because only the fourth of the whole sample attended some form of
professional training. However, this nding is similar to the ones of the earlier research which indicate that
barely 28 preschool teachers (approximately 21%) attended some of the professional trainings that are
concerned with the issues of working with children with disabilities (Stančić and Stanisavljević Petrović,
2013).
What is more important is illustrated within the fact that less than half of preschool teachers who
attended some form of additional training (44,8%) had only three trainings, while the third of them (34,5%)
attended only one training, and every tenth respondent attended two trainings related to the previously
mentioned issue. The data that refer to professional trainings of preschool teachers for working with
children who need additional educational support at the preschool age seem very modest. If the nal
goal is more appropriate relationship to the children who need additional educational support as well as
their education and the complete inclusion in the educational system even at the initial, preschool level,
then the data indicate that it is necessary to consider the issue of high quality preparation and preschool
teachers’ training for identication of such children and further work with them.
Table 1 presents the main statistical data of the preschool teachers’ assessment in terms of the
availability and quality of trainings within regular professional training that refer to working with children
who need additional educational support.
Тable 1
Descriptive statistical indicators of the availability and quality of trainings within regular professional
training
As can be seen from the Table 1, data range from 6 to 30, as well as the total achieved results,
which indicates that the respondents assessed the availability and quality of trainings concerning children
who need additional educational support within regular professional training with all values of the scale,
from the lowest to highest ones. Considering the average result, it can be concluded that approximately
one third of the preschool teachers, as for the investigated sample, assessed this item with the average
result (АM=17,73, SD=6,078).
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42
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
Graph 5. Distribution of results within the items of the scale Availability and quality of trainings for
working with children who need additional educational support within regular professional training
Taking into account the average result from the scale, it can be concluded that most respondents
(39,2%) assessed the level of applicability of the gained knowledge in practice with the medium grade.
The similar result of preschool teachers’ answers can be noticed in terms of the amount (35.4%) and the
quality (33,8%) of new information which is obtained in the trainings that they attended. Although they
assessed the contribution of trainings to the self-condence with medium grade (30,08%), the fact that
they also consider trainings as the factor that could help and enhance their self-condence for work is
the promising one (higher 32,3% and the highest 8,5%). The distribution of results in the Graph 5 also
indisputably indicates the fact that preschool teachers are not satised with the availability and quality
of trainings within regular professional training in terms of working with children who need additional
educational support. This implies the nding that most preschool teachers’ assessments are focused on
the range of answers from the lowest to the medium level (the lowest 11,5%, lower 36,2% and the medium
level 25,4%), which entails more than two thirds of the sample. Such outcome indicates the conclusion
that preschool teachers think that the trainings where they could professionally train themselves and
improve their competences are not available to them. On the other hand, preschool teachers are pretty
much aware of the fact that such trainings would contribute to their competences for working with children
who need additional educational support (higher 22,3% and the highest level 16,9%). If the context of the
sample is considered, the answers of the insufcient presence and availability of the trainings could be the
consequence of the peculiar isolation of the region of the northern part of Kosovo and Metohija, to which
the sample belongs. Namely, this is an area of the difcult and prolonged social crisis (Stanojević, Krstić
and Jaredić, 2013), bad security situation which both impact badly on the functioning of the complete
social context and system. In such social circumstances, there is the lack of offers of professional trainings
which could help the preschool teachers to improve their professional and educational capacities for
working with children through various seminars, workshops, conferences etc.
In order to determine the differences concerning the respondents’ answers in regard to working
experience, t-test was applied. By means of the independent sample t-test it is concluded that there are
statistically signicant differences between the two previously mentioned groups of respondents which
indicate that the respondents with less working experience show more positive attitude in terms of the
availability and quality of trainings related to children who need additional educational support. These
differences are found within the following items: the availability of trainings (group of respondents with less
than 10 years of working experience - АM=3,18, SD=1,133, group of respondents with more than 10 years
of working experience - АM=2,41, SD=1,048, t(128)=4,049, p=0,000); the amount of new information in
trainings that you attended (group of respondents with less than 10 years of working experience -АM=3,07,
SD=1,014, group of respondents with more than 10 years of working experience - АM=2,49, SD=1,158,
t(128)=3,006, p=0,003); the quality of new information obtained in trainings that you attended (group of
respondents with less than 10 years of working experience -АM=3,21, SD=1,127, group of respondents
with more than 10 years of working experience - АM=2,57, SD=1,345, t(128)=2,987, p=0,003); the
applicability of the gained knowledge in practice (group of respondents with less than 10 years of working
experience -АM=3,34, SD=1,031, group of respondents with more than 10 years of working experience
- АM=2,90, SD=1,100, t(128)=2,374, p=0,019) and the contribution of trainings to your self-condence
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43
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
for working with children who need additional educational support (group of respondents with less than
10 years of working experience -АS=3,38, SD=0,934, group of respondents with more than 10 years
of working experience -АM=2,78, SD=1,305, t(128)=3,011, p=0,003). There aren’t signicant statistical
differences between these two groups of respondents considering the other items.
One-way analysis of variance for the variable age of respondents pointed out that there are
statistically signicant differences among four groups of respondents in terms of the availability of
trainings through which preschool teachers professionally improve themselves for working with children
who need additional educational support. Subsequent tests determined that respondents who are less
than 30 years old (АM=3,52, SD=0,750) assessed the availability and quality of trainings more positively
than their older colleagues who are 41 to 50 years old (АM=2,39, SD=0,974) and more than 50 years
old (АM=2,16, SD=0,898), t(130)=7,633, p=0,000. Moreover, respondents who are 31 to 40 years old
(АM=2,96, SD=1,283) assessed this aspect of professional training more positively than their colleagues
who are more than 50 years old. Statistically signicant differences were also found in terms of the aspect
of the assessing the amount of new information so that respondents who are less than 30 years old
(АM=3,19, SD=0,928) and the ones who are 31 to 40 years old (АM=2,94, SD=1,162) assessed more
positively the amount of new information in comparison with the colleagues who are more than 50 years
old (АM=2,16, SD=1,214), t(130)=3,855,p=0,011.
Furthermore, there are also differences in regard to the applicability of the gained knowledge in
practice, which means that the respondents who are less than 30 years old (АM=3,62, SD=0,865) assessed
this aspect more positively than their colleagues who are more than 50 years old (АM=2,53, SD=0,964),
t(130)=3,560,p=0,016. Preschool teachers who are less than 30 years old (АM=3,52, SD=1,078) have
statistically signicant more afrmative attitude in terms of the contribution of trainings to self-condence
for working with children who need additional educational support in comparison with the respondents
who are more than 50 years old (АM=2,32, SD=1,376), t(130)=4,256,p=0,007.
Taking into account the education of preschool teachers, there is a statistically signicant difference
between the respondents who graduated from high school (АM=3,57, SD=1,190) and the ones who
graduated from the Preschool Teacher Training College that lasted for 4 years (АM=2,90, SD=1,276),
F(130)=3,365, p=0,021), which implies the fact that respondents of lower level of education assessd the
contribution of trainings to their competence for working with children who need additional educational
support more positively and that could be regarded as the contribution of the length of the preschool
teachers’ initial education.
The assessment of the availability and quality of support in the preschool institution. Table 2
contains the main statistical parameters of the preschool teachers’ assessment in regard to the availability
and quality of support that they get in the preschool institution.
Тable 2
Descriptive statistical indicators of the availability and quality of support within the institution
As can be seen from the Table 2, taking into account the average result of the previously mentioned
scale (АM=49,0, SD=17,573), it can be concluded that the results related to the items of the availability
and quality are mainly distributed within average grades, which indicates that approximately every fourth
of preschool teachers assessed this aspect as the medium one (on the scale from the lowest to the
highest level).
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44
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
Graph 6. Distribution of results concerning the items of the scale Availability and quality of support
in the preschool institution
The Graph 6 provides insight into results according to which preschool teachers’ attitudes
concerning the quality of support that they get in the preschool institution is at medium level which implies
the average level, while in terms of certain segments it even implies the serious deciency and the lack of
support that is necessary for appropriate work with children.
Considering these results, the assessments that are below the average, which contribute to the
fact that material-organizational-technical facilities for working in the institution and adequate support by
professional associates of different proles lack and that they are not included to the appropriate extent,
refer to the following items: quality (the lowest level 18,5% and lower level 22,3%) and amount of new
information obtained from professional associates (the lowest level 18,5% and lower level 22,3%), right
to the personal help (assistant) for working with children (the lowest level 16,9% and lower level 27,7%),
availability of support from professional associates of different proles (speech therapist, sociologist,
defectologist...) (the lowest level 21,5% and lower level 19,2%), availability (the lowest level 21,5% and
lower level 20,8%), amount (the lowest level 22,3% and lower level 26,2%) and quality of didactic tools
and assistive techonology for working with children who need additional educational support (the lowest
level 22,3% and lower level 19,2%), physical adaptation of space (adaptation of the entrance into the
institution, sanitary facilities, stairs, living rooms…) (the lowest level 23,8% and lower level 15,4%) and
applicability of available tools for working with children (the lowest level 17,7% and lower level 25,4%).
These research results differ from the Rulebook on continuous professional training and promotion to
the titles of teachers, preschool teachers and professional asso-ciates (Pravilnik o stalnom stručnom
usavršavanju i napredovanju u zvanja nastavnika, vaspitača i stručnih saradnika, 2021), where the focus
is on planning the professional training at the level of preschool institution. Inconvenient attitudes towards
the support for implementing inclusion are emphasized in some earlier research with preschool teachers,
primary school teachers and sec-ondary school teachers (Dulčić and Bakota, 2008; Kranjčec Mlinarić,
Žic Ralić and Lisak, 2016; Stančić, Kiš-Glavaš and Nikolić, 2015). According this research results, it is
surprising that the assessment of support from specialist services is very low, although all preschool
institutions in the north of Kosovo and Metohija have at least one engaged associate.
In view of the analyzed results, it can be concluded that preschool teachers highly assess their
own effort for creating appropriate tools for working with children (higher level 34,6% and the highest
level 13,1%) and the possibility of forming educational groups with appropriate number of children (higher
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45
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
level 35,4% and the highest level 8,5%). Moreover, preschool teachers highly assessed advice from
professional associates in everyday work with children (higher level 33,8% and the highets level 10,0%),
in spite of the fact that they are not satisied with their support. In addition, they think that knowledge for
applying didactic tools and assistive technology highly contribute to their self-condence for working with
children who need additional educational support (higher level 24,6% and the highest level 15,4%), as
well as the engagement of the personal assistant (higher level 28,5% and the highest level 10,8%).
In order to determine the differences within the respondents’ answers in terms of the working
experience, t-test was applied. By means of the independent sample t-test it was determined that there
are statistically signicant differences between the two groups of respondents (the group with less than 10
years of working experience and the group with more than 10 years of working experience), which in terms
of the availability and the quality of support in the institution point out more positive attitude of respondents
with less working experience. These differences can be noticed within the following items: availability of
support by professional associates of different proles (speech therapist, sociologist, defectologist...)(the
group with less than 10 years of working experience -АM=3,21, SD=1,343, the group with more than 10
years of working experience - АM=2,57, SD=1,323, t(128)=2,767, p=0,006; amount of new information
obtained from professional associates (the group with less than 10 years of working experience - АM=3,21,
SD=1,318, the group with more than 10 years of working experience - АM=2,59, SD=1,287, t(128)=2,706,
p=0,008; quality of new information obtained from professional associates (the group with less than
10 years of working experience -АM=3,15, SD=1,236, the group with more than 10 years of working
experience - АM=2,59, SD=1,240, t(128)=2,542, p=0,012; contribution of cooperation to the professional
expertize of preschool teachers for working with children (the group with less than 10 years of working
experience - АM=3,31, SD=1,162, the group with more than 10 years of working experience - АM=2,64,
SD=1,328, t(128)=3,059, p=0,003; contribution of cooperation with professional associates to the self-
condence of preschool teachers for working with children (the group with less than 10 years of working
experience - АM=3,31, SD=1,104, the group with more than 10 years of working experience - АM=2,81,
SD=1,417, t(128)=2,257, p=0,026; availability of didactic tools and assistive technology (the group with
less than 10 years of working experience - АM=3,08, SD=1,320, the group with more than 10 years of
working experience - АM=2,49, SD=1,158, t(128)=2,710, p=0,008; amount of available didactic tools and
assistive technology for working with children (the group with less than 10 years of working experience
- АM=2,97, SD=1,251, the group with more than 10 years of working experience - АM=2,42, SD=1,230,
t(128)=2,510, p=0,013; the quality of available didactic tools and assistive technology for working with
children (the group with less than 10 years of working experience - АM=2,98, SD=1,133, the group
with more than 10 years of working experience - АM=2,46, SD=1,195, t(128)=2,536, p=0,012 and the
applicability of available tools for work (the group with less than 10 years of working experience - АM=3,05,
SD=1,231, the group with more than 10 years of working experience - АM=2,51, SD=1,133, t(128)=2,614,
p=0,010. Statistically signicant differences for the rest of items between these two groups of respondents
are not determined. The more positive attitude the respondents expressed, the less working experience
they had which is not unexpected nor surprising because some earlier research showed that the age and
working experience of preschool teachers, primary school teachers and secondary school teachers can
impact the attitudes towards inclusive education (Vlah, Međimorec Grgurić and Baftiri, 2017; Skočić Mihić,
Gabrić and Bošković, 2016). Such results can be explained by the fact that preschool teachers with less
than 10 years of working experience had an opportunity to educate themselves through different levels of
education, to educate themselves in classes in which children who need additional educational support
were included too, or they had more opportunities to listen and learn about inclusive education within their
university education.
By means of one-way analysis of variance it was also determined that there are statistically
signicant differences among preschool teachers of different age. The ones with less than 30 years of
working experience (АM=3,57, SD=1,248) have statistically signicant more afrmative attitude in terms
of the contribution of support by professional associates of different proles (speech therapist, sociologist,
defectologist…) in comparison with the ones who are between 41 and 50 years old (АM=2,50, SD=1,268)
and the ones who are more than 50 years old (АM=2,47, SD=1,219), t(130)=3,680,p=0,014. These results
indicate that younger preschool teachers are probably more willing to ask for help in case they need any,
thus they improve themselves regarding this matter more, since they have less working experience.
Moreover, their attitude is more afrmative in terms of the amount of new information obtained
from professional associates, the quality of new information obtained from professional associates, the
ocntribution of cooperation with professional associates to their own expertize, the availability and amount
of didactic tools and assistive technology for working with children. They also assessed more positively
the quality of available didactic tools and assistive technology for working with children, the applicability
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46
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
of available tools, the aspect of support from professional associates, one’s own effort for creating
appropriate tools for working with children, the contribution of knowledge of using didactic tools and
assistive technology to the self-condence for working with children, the right to personal help (assistant)
for working with children, the contribution of the assistant to one’s own self-condence for working with
children.
Considering the professional qualications, there is a statistically signicant difference between the
respondents who graduated from high school (АM=3,29, SD=1,369) and the ones who graduated from
the Preschool Teacher Training College of Applied Studies – 4+1 (АM=2,29, SD=1,189), F(130)=3,202,
p=0,026, which means that the respondents of lower level of education assessed more positively the
availability of support from professional associates of different proles (speech therapist, sociologist,
defectologist…), as well as the amount (АM=2,29, SD=1,189), F(130)=3,525, p=0,017 and the quality of
new information obtained from professional assoociates (АM=2,24, SD=0,995), F(130)=4,061, p=0,009. In
addition, there are also statistically signicant differences between the preschool teachers who graduated
from high school (АM=3,41, SD=1,257) and the ones who graduated from the Faculty of Pedagogy or
Psychology (АM=2,55, SD=1,293), F(130)=3,029, p=0,032. These obvious differences outline the fact
that respondents of lower level of education have more afrmative attitude towards the aspect of support
which refers to the applicability of advice of professional associates in everyday work, that is in terms of
the contribution of cooperation with professional associates to their expertize for working with children
who need additional educational support (АM=2,36, SD=1,206), F(130)=3,154, p=0,027. Furthermore,
there are statistically signicant differences among the preschool teachers who graduated from high
school (АM=3,49, SD=1,244), on the one hand, and the ones who graduated from the Preschool Teacher
Training College of Applied Studies – 4+1 (АM=2,57, SD=1,165) and from the Faculty of Pedagogy or
Psychology, on the other hand (АM=2,36, SD=1,120), F(130)=4,170, p=0,007. Such differences indicate
that the lower the level of education is, the more afrmative attitude they have towards the aspect of
support that refers to the contribution of cooperation with the professional associates to the self-condence
for working with children who need additional educational support. More convenient attitudes of preschool
teachers who graduated from high school could be explained as the result of educational and professional
deciency in regard to the inclusion. Due to the lack of practical and educational experience concerning
the knowledge about children who need additional educational support, preschool teachers of this level
of education consider every way of support, help and cooperation with professional associates and the
rest of participants of the educational process as the valuable benet to developing and improving ones’
own competences for working with children. On the other hand, it is possible that preschool teachers who
graduated from Preschool Training College of Applied Studies and the ones who obtained a master’s
degree, as well as the ones who graduated from the Faculty of Pedagogy and Psychology, have more
strict criteria when it comes to the evaluation of necessary knowledge and competences and the help they
need from professional associates.
The analysis of variance showed that there is a statistically signicant difference between the
respondents who graduated from high school (АM=3,12, SD=1,201) and the ones who graduated from the
Preschool Teacher Training College of Applied Studies - 4+1 (АM=2,33, SD=0,913), F(130)=3,028,p=0,032,
to the effect that the respondents who graduated from high school assessed more positively the applicability
of available tools for working with children who need additional educational support.
Furthermore, there is a statistically signicant difference between the respondents who graduated
from high school (АM=3,43, SD=1,137) and the ones who graduated from the Faculty of Pedagogy
and the Faculty of Psychology (АM=2,64, SD=1,286). Consequently, the respondents of lower level of
education more positively assessed the aspect of support that refers to the contribution of knowledge for
using didactic tools and assistive technology for self-condence for working F(130)=2,990, p=0,034, as
well as for the right to personal help (assistant) for working with children with disabilities for additional
educational support F(130)=4,253, p=0,007.
Likewise, there is a statistically signicant difference between various groups of respondents in
the sense that the respondents of lower level of education assessed more positively the contribution
of personal assistant to the self-condence for working with children who need additional educational
support F(130)=9,287,p=0,000 and the contribution to forming educational groups with appropriate
number of children concerning the quality of educational work F(130)=3,426, p=0,019, as well as physical
adaptations of space (adaptation of the entrance into the institution, sanitary facilities, stairs, living
rooms…) F(130)=3,760, p=0,013.
The assessment of knowledge and skills of preschool teachers for inclusive approach to
education. Тhe Table 7 shows the distribution of answers related to the most important knowledge and
skills of preschool teachers for working with children who need additional educational support.
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47
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
Таble 7
The distribution of the respondents’ answers about the most important skills and knowledge for
working with children who need additional educational support
The respondents had the opportunity to rank in regard to their knowledge and skills that is to assess
what could contribute most or least to the development of their competences and self-condence for
working with children who need additional educational support.
The respondents ranked as the most important thing the identication of characteristics of various
difculties among children. Apart from that, more than half of respondents consider the two categories
in terms of the most signicant (much and enough) for the following items: the adjustmnet of methods,
forms of teaching, materials and space for working with children who need additional educational support,
the creation of individual educational plan for the child who need additional educational support and
communication skills for working with parents.
On the other hand, more than 30% of respondents consider the two categories in terms of the
least signicant (less and the least) for the following items: the strategy of including children who need
additional educational support in the activities and encouraging interaction with peers in the group, the
strategy of solving the problem of unwilling behaviour among children who need additional educational
support and communication skills for working with parents.
The assessment of the most useful forms of professional training of preschool teachers.
Professional training of preschool teachers in preschool institutions and teachers in regular schools in
Serbia is regulated by the Rulebook on continuous professional training and promotion to the titles of
teachers, preschool teachers and professional associates (Pravilnik o stalnom stručnom usavršavanju
i sticanju zvanja nastavnika, vaspitača i stručnih saradnika, “Sl. glasnik RS”, 109 19/2021). The Law on
the Foundations of the Education System (“Sl. glasnik RS”, br. 88/2017, 27/2018 - dr. zakon, 10/2019,
27/2018 - dr. zakon, 6/2020 i 129/2021) prescribes that primary and secondary school teachers as well
as preschool teachers must improve themselves permanently in order to advance their educational
work more successfully. Therefore, preschool teachers’ attitudes concerning the most useful forms of
professional training were mapped.
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48
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
Graph 7. The most useful forms of trainings for preschool teachers’ competence for the inclusive
approach in education
Taking into account the Graph 7, the fact that combining the lectures, material and workshops could
be the most useful form of training dominates (65,6% agreed with it it), whereas the other forms are less
signicant. This result points out the invaluable signicance of pictures, sounds and words for teaching
even the adult learners and it reminds of the well-known quote of the Chinese philosopher Confucius
”tell me and I will forget, show me and I may remember, involve me and I will understand.” This is very
important because it can be used as a direction for the organization of trainings.
Conclusion
The preschool institution is the rst educational institution in the whole education system of children.
In the earliest age of development, the child gets different ways of support in the very group that is
coordinated by the preschool teacher. However, the preschool institution should provide the possibility for
developmental competences of the children with typical development, as well as of the children who need
additional help and support in the development. Additional ways of support demand certain conditions
for work, then preparation and planning, and the preschool teachers’ competence too. On the other
hand, rstly preschool teacher’ positive attitudes towards the inclusive works, then motivation for work,
characteristics of their personalities, as well as the need for permanent development and improvement
for different forms of competence, contribute to better understanding of the issue and preschool teachers’
professional work. The imperative of preschool teachers’ inclusive work within the preschool institution
implies the correct assessment and pedagogical tact of preschool teachers to create the socio-emotional
atmosphere in the group where the feeling of satisfaction, while being a part of it, is equally present among
all children.
According to the results of the conducted research, as for the investigated sample, it is determined
that considering the availability and the quality of training concerning children, who need additional
educational support, the respondents with less working experience have more positive attitudes than the
respondents with more working experience, as well as that the respondents of lower level of education
have more afrmative attitudes in comparison with the preschool teachers of higher level of education.
The availability of high quality trainings that could help the preschool teachers through professional
improvement with working with children who need additional educational support is at the medium level.
The presence of medium assessments indicates that it is necessary to deal more with these issues,
whereas the research ndings emphasize that it is necessary to ensure more trainings, increase their
number and the quality of information that is offered to preschool teachers within them. The percentage
of preschool teachers who attended no training at all for the last three years is really high (74,6%), which
is very bad and opposite to the policy of inclusion and that is the lifelong learning and improvement.
There are doubts concerning the availability and the quality of support that preschool teachers get in the
institution where they work because the assessments of average and below average level of support
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49
Kompirović, T. et al. (2023). Preschool Teachers’ Professional Training in the Field of Inclusive Education in The North of
Kosovo and Metohija, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1),
37-50.
imply that preschool teachers are not so much satised.
The ones with less working experience and who are less than 30 years old showed more positive
attitudes towards the availability and the quality of support that they get in the institution where they
work. Taking into account the results of the conducted research, the respondents from the northern part
of Kosovo and Metohija outlined as the most useful ndings and skills that are necessary for working
with children, who need additional support, the following ones: the identication of characteristics of
certain difculties among children, the adjustment of methods, ways of teaching, materials and space
to working with children who need additional educational support, the creation of individual educational
plan for a child who needs additional educational support and communication skills for working with
parents. Furthermore, they considered the combination of lectures, video materials and workshops as
the most useful form of the preschool teachers’ professional training. The research ndings are valuable
because they are rst-hand, namely from the main representatives of the inclusive process, therefore it is
necessary to focus on them and use them as directions that should be worked on in order to improve the
quality of the inclusive practice in preschool institutions, because according to the results, there are still
some lacks the preschool teachers are faced with.
In view of all that has been mentioned so far, it can be concluded that in order to develop and
enhance the good inclusive practice in the region of the northern part of Kosovo and Metohija, it is
necessary to provide permanent preschool teachers’ improvement during their studies and after they
graduate, i.e. preschool institutions should be the unique resource support in terms of facilitating various
trainings concerning inclusion that are recommended by the very laws of the Republic of Serbia that
regulate the system of education. Moreover, the internal structure of the preschool institution in terms of
organization, material and technical facilities of the institution for working in the inclusive environment, as
well as the willingness of the professional associates of different proles should be the support, assistance
and partners to the preschool teachers’ who work with children who need additional educational support.
In other words, they are regarded as the highly positioned preconditions for the successful realization of
the preschool inclusive practice.
Acknowledgments
The authors would like to thank the respondents who participated in the research and the reviewers
who made a valuable contribution to the quality of the work by giving constructive suggestions.
Conict of interests
The authors declare no conict of interest.
Author Contributions
Conceptualization, D.R.P and T.P.K.; methodology, T.P.K. and A.M.B; software, A.M.B. and T. S. R.;
formal analysis, T.P.K.,D.R.P., A. M.B., and T. S. R .; writing—original draft preparation, T.P.K.,D.R.P., A.
M.B., and T. S. R .; writing—review and editing, T.P.K. and D.R.P., All authors have read and agreed to
the published version of the manuscript.
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