<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ružena Čiliaková</style></author><author><style face="normal" font="default" size="100%">Simoneta Babiaková</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS' STRATEGIES FOR BUILDING CLASSROOM COMMUNITY IN SLOVAK PRIMARY EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom community</style></keyword><keyword><style  face="normal" font="default" size="100%">classroom regulation</style></keyword><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative content analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Building a classroom community is an important dimension of primary teachers’ professional practice. It influences classroom climate, children’s engagement, and their social development. However, less is known about the specific pedagogical strategies through which classroom community is built in everyday classroom practice. The aim of the study was to identify and interpret pedagogical strategies used by primary school teachers to build classroom community. The study was designed as a qualitative follow-up to a previous quantitative survey. The empirical material consisted of 137 written reflections produced by future teachers who observed teaching as part of their teaching internship in 137 primary school classrooms. Data were analyzed using qualitative content analysis combining deductive and inductive procedures across four analytical areas: acceptance and inclusion, classroom behavioral regulation, teamwork and communication, and children’s self-assessment and responsibility for learning. The analysis revealed a wide range of pedagogical strategies used by teachers in everyday classroom practice. These strategies reflected two broader regulatory orientations of teaching practice: participatory-preventive approaches that support cooperation, reflection and children’s autonomy, and directive-reactive approaches based primarily on external regulation and behavioral control. The findings suggest that classroom community-building is shaped not by isolated techniques, but by broader pedagogical strategies that reflect different regulatory orientations in classroom practice. These strategies regulate participation, relationships, behavior, and learning in everyday classroom practice.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">382-397</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Katarína Vančíková</style></author><author><style face="normal" font="default" size="100%">Ružena Čiliaková</style></author><author><style face="normal" font="default" size="100%">Hušlová Orságová, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONCEPTUALIZATIONS OF INCLUSIVE SCHOOLING BY PRE-SERVICE TEACHERS IN SLOVAKIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">conceptualizations of inclusive schooling</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive education</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative survey</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4664273</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Understanding how pre-service teachers conceptualize inclusive schooling is critical for effective teacher education. The present study examined how 455 pre-service teachers from eight Slovak universities perceive and prioritize eight distinct conceptualizations of an inclusive school, analyzing influences of professional specialization, study mode, and experience with diversity. A quantitative survey, utilizing ratings on a 6-point Likert scale and forced choice ranking, revealed &quot;every child is valued&quot; as the most preferred concept, signaling a strong normative commitment to individual children's worth. &quot;Bottom-up inclusion,&quot; emphasizing practical, team-based approaches, also ranked highly. While no significant differences were found across teacher specializations or personal experience with diversity, part-time students showed stronger preference for &quot;bottom-up inclusion&quot; compared to full-time students, who prioritized &quot;every child is valued&quot;. These findings suggest that professional experience may shape more practical conceptualizations of inclusion, underscoring the importance of structured reflection alongside practical experience in teacher education.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">689-704</style></section></record></records></xml>