Abstract
Osnovni cilj rada je da utvrdi kako učenici sa lakom intelektualnom ometenošću percipiraju sopstvenu efikasnost na praktičnoj nastavi, u odnosu na stepen intelektualnog nivoa, pol, oblast rada i stepen zanimanja za koji se profesionalno osposobljavaju. Uzorkom je obuhvaćeno 120-oro učenika sa lakom intelektualnom ometenošću, oba pola koji se profesionalno osposobljavaju u pet područja rada, za zanimanja drugog i trećeg stepena stručnosti. Adaptiranom Skalom samoefikasnosti na treningu/praktičnoj nastavi (Self-Efficacy to Regulate Training, Bandura, 2006) procenjen je uticaj negativnih unutrašnjih i spoljašnjih faktora na percipiranu efikasnost učenika u obavljanju radnih zadataka tokom praktične nastave. Utvrđeno je da se ispitanici unutar iste kategorije ometenosti, ali različitog nivoa intelektualnog funkcionisanja statistički značajno razlikuju. Pronađeno je da učenice nižeg i višeg nivoa intelektualnog funkcionisanja percipiraju svoju efikasnost na praktičnoj nastavi nižim stepenom uverenja od učenika istih nivoa intelektualnog funkcionisanja. Statistički značajne razlike u odnosu na područje rada nisu utvrđene. Međutim, ispitanici koji se profesionalno osposobljavaju u zanimanjima trećeg stepena stručnosti uvereniji su u svoje mogućnosti da koordiniraju znanja i veštine tokom praktične nastave bez obzira na različite ometajuće faktore. Procena samoefikasnosti učenika na praktičnoj nastavi značajna je zbog mogućnosti identifikovanja aspekata u kojima im je potrebna dodatna podrška radi adekvatnog usmeravanja razvoja samoefikasnosti. Takođe, može pomoći u sticanju osećaja kontrole nad razvojem karijere i u znatnoj meri povećati autonomiju obuke, što bi omogućilo transfer samoefikasnosti na radnom mestu.
Ključne reči: učenici sa lakom intelektualnom ometenošću, samoefikasnost, praktična nastavaReferences
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