Professional Development of Preschool Teachers for Inclusive Educational Practice

With the development of globalization and continuous changes in terms formal inclusion children social systems, need for acceptance system with special support needs has been recognized. The research aimed to determine circumstances that are significant professional preschool teachers (frequency, motivation, forms, self-assessment abilities, application new knowledge, cooperation) inclusive educational practice institutions. A convenience sample 141 from territory cities Pirot Niš participated research. Teachers expressed their views on this topic using a Likert-type scale composed 52 items divided into 7 subscales, through use Google Forms questionnaire. obtained results show that: consider organization implementation be necessary; enhance expertise field activities such as thematic workshops, online programs, joint other teachers, while individual group is less frequently applied. Preschool fewer years work experience apply various forms inclusion. who implement practices nursery or younger motivated tend knowledge (acquired development). Based results, it recommended encourage choosing contribute skills working practice.