Perception of academics on content and realization of pedagogical study programmes for the implementation of inclusiveness: The cases of Slovenia and Croatia Siniša Kušić, Sofija Vrcelj and Irena Lesar
Summary: The article assumes that for inclusiveness to be effectively introduced into the school system, a reform of the school system is necessary; in this context, the education of (future) teachers must also be reviewed. After the introductory presentation of the concept of inclusiveness, a comparison of teacher education courses in Slovenia and Croatia is highlighted. In the empirical portion, based on a sample of academics from universities in Ljubljana, Maribor, and Primorska (Slovenia) and Rijeka (Croatia), a study on the quality of current courses and the main contents and methods of the study process is presented. Almost half of the academics are convinced that the current study programmes do not allow (future) teachers to acquire sufficient professional knowledge and skills to work with the marginalised. Most respondents consider content related to the teaching itself to be the most important, while broader educational aspects (e.g. a pleasant atmosphere, different ways of disciplining) are less often selected as relevant content for future teachers. The majority is convinced that the most effective means for future teachers to work in heterogeneous groups is to teach relevant theoretical concepts, experience direct pedagogical work with marginalised children, and include numerous current examples in lectures that illuminate the situation of marginalised children groups in society in general or in the context of school.