Methodological Support of Readiness Formation of Future Teachers for Inclusion

2019 ◽  
Vol 7 (3) ◽  
pp. 23-27
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
The Subject ◽  
The University

The results of higher education are determined by normative documents and are based on the theory of competence approach. They refl ect the readiness of the future teacher to professional activities in the terms of inclusive education. Analytical verifi cation of various scientifi c sources makes it possible to assert that the essence of the various components of the methodological support of the learning process is the subject of scientifi c disputes. But it is worth noting that currently the researchers have not brought a single interpretation of such a concept as “methodological support”, which forces for their own understanding of this designation to refer to it. Methodological support is mainly singled out not just as a pedagogical component, but also as an integral part of the whole educational process. It is characterized by the volume and content of the working programs of disciplines, provides organizational and pedagogical conditions necessary for the formation of the educational environment of the University readiness of future teachers for inclusion. Properly selected and implemented in full methodological support of any process makes it guaranteed to be effective.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

Methodological preparedness of a teacher at a higher educational institution as a tool for developing an inclusive educational environment

2020 ◽  
pp. 81-85
Author(s):  
Olga Yurievna Muller
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Staff ◽  
Education Environment ◽  
The Subject ◽  
Higher Educational ◽  
High Level

The article is devoted to the organization of an inclusive educational process in higher education institutions, which is not possible without the formation of a high-level methodological preparedness of the entire teaching staff of an educational institution. The subject of the analysis is the methodological preparedness of a teacher at a higher educational institution to work in an inclusive education environment. In order to examine the object of this research and clarify its internal content, the author considers the structure of methodological preparedness of a teacher at a higher educational institution in an inclusive education environment.

scholarly journals Representations of the psychological safety of educational space in future preschool teachers

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Larisa Skorova ◽  
Anna Kachimskaya ◽  
Julia Yakusheva
Keyword(s):  
Positive Emotions ◽  
Preschool Teachers ◽  
Psychological Safety ◽  
Educational Environment ◽  
Educational Process ◽  
Potential Zone ◽  
Future Teachers ◽  
Professional Activities ◽  
The Subject ◽  
Control Education

The relevance of the study is due to the need to clarify the ideas that future teachers have about the psychological safety of participants in the educational process and their professional role in ensuring it and develop a system of special training for future teachers of any educational level to ensure psychological safety in the educational environment. The results of an empirical study of the ideas about the psychological safety of educational space among future preschool teachers (n = 100) are presented. The structure of representations based on the analysis of free associations to phrases (“psychological safety”, “safety of a child in the educational space of a kindergarten”, “educator guarantee security”) using the method of P. Verges. The zones of ideas about the psychological safety of students' educational space are described. The core is made up of those associations that are most often found and mentioned in the first place: “psychological security” – a state of calm and confidence in a stable, reliable, comfortable environment; “Child safety in the educational space of the kindergarten” – rules, protection, administration, charter; “Teacher – the guarantor of security” – discipline, control, education. The potential zone of change is formed by the words “responsibility” and “health”. A content analysis of associations to the phrase “psychological safety” showed that respondents determine psychological safety through positive emotions and positive environmental characteristics; “Safety of the child in the educational space of the kindergarten” is associated with the subject that ensures safety and with the functions that the subject performs; “The teacher is the guarantor of security” showed that respondents identify the preschool teacher through the functions they perform and their characteristics. Four factors were identified in assessing the psychological safety of the educational space by students: responsiveness, calm, friendliness, and comfort. Studying the ideas about the psychological safety of future preschool teachers allows us to talk about their insufficient understanding of the teacher's actions to ensure a comfortable educational environment. The need for targeted training of future teachers to ensure psychological safety in future professional activities becomes obvious.

scholarly journals COURSE OF "COMPUTER GEOMETRY" IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY

2017 ◽  
Vol 5 ◽  
pp. 732-736
Author(s):  
Akan Mubarakov ◽  
Jaroslav Kultan ◽  
Ainash Davletova ◽  
Mira Rakhimzhanova
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Problem Analysis ◽  
Future Teachers ◽  
Academic Subject ◽  
The Subject ◽  
The University ◽  
Computer Geometry ◽  
Selection Of

When considering the various areas of computer mathematics, especially geometry sticks out, where the problem analysis clearly and fully illustrates the computer. The discipline called "Computer Geometry" (F.Preparato, M.Sheymos) worthily appreciated by modern scientists. However, the practice of training in the higher education institutions (especially training of future teachers), does not provide studying of the Computer Geometry as an academic subject. Perspectives and methodology of Computer Geometry are developed by detailed study of specific problems, and the selection of the content of such course should be conducted on the basis of certain principles, all of which in total have to reflect the prospects of formation of the identity of the trainee as the subject of education adequately.

UNIVERSITY DEVELOPMENT STRATEGIES: COMMERCIALIZATION AND RESPONSES TO NEW CHALLENGES

2020 ◽  
Vol 1 (10) ◽  
pp. 155-162
Author(s):  
Z. F. MAMEDOV ◽  
◽  
Kh. BAYRAMOVA ◽  
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Educational Institution ◽  
Educational Environment ◽  
Global Market ◽  
Educational Process ◽  
Social Progress ◽  
State University ◽  
The University ◽  
Education Science

Education like others spheres of life of modern society is in the state of dynamic changes. New formats of universities as well as their missions and roles in the social and economic development are actively discussed by professional environment. A number of external and internal factors that determine the depth and scale of transformation have effects on the development of the system of higher education. The system of higher education is under the influence of the system and institutional dynamics, which dictate the need for changes. The activity of universities as centers of education, science and culture is one of the most important bases of social progress. This role becomes especially important in XXI century, which is based on new knowledge and principles of technological development. First of all a university takes new features in the current conditions of globalization. The fundamental task that needs to be solved in order to achieve the goals of a modern University is the change of meanings, goals and content of education by active participation in the internationalization processes of the system of higher education and by introducing reforms in educational process. Of course new economic conditions (global market and information technologies) require modifications. It was stated that the commercialization of University innovations in Azerbaijan is a relatively new direction, since the country is just adopts the path of an innovative economy. In this regard the transformation of a scientific idea to a product or a service faces a number of difficulties. It was investigated the problem of commercialization of the results of scientific activities of higher educational institutions in Azerbaijan. For the first time Azerbaijan State University of Economics has implemented its rebranding in the educational system of the country in order to strengthen the market position of the educational institution and realization of innovative marketing strategies. The University’s strategic goals were defined under the UNEC brand, and the brand development was successfully continued with the support of the scientific and expert community. An integrative educational environment is created in Azerbaijan State University of Economics and such environment ensures the unity of the “education – science – innovation – commercialization – production system”. It is important to note that UNEC strategy also provides for clustering of economical education and so that it provides for increasing the integration pace of the University into the world scientific and educational space. The article presents the innovative infrastructure of Azerbaijan State University of Economics connected with its integration into the global scientific and educational environment. The paper studies the matters of the international cooperation issues of the University with universities of such countries as USA, EU, Russia, Turkey, which expands the academic potential of the University and increases its competitiveness. The article substantiates the conclusion that the globalization of higher education increases the importance of commercialization of higher education institutions in the field of education and science. The article reveals the successful experience of UNEC University in the creation and implementation of joint educational programs, expanding academic mobility, attracting foreign applicants, conducting joint researches and international scientific events in partnership with universities in the EU, Russia and Turkey.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

Gamification model in a pedagogical university on the example of teaching mathematics

2021 ◽  
pp. 152-161
Author(s):  
Yuliya Nikolayevna Kovshova ◽  
◽  
Marina Nikolayevna Sukhonosenko ◽  
Keyword(s):  
Learning Process ◽  
Economic Education ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Future Teachers ◽  
State Pedagogical ◽  
The Future ◽  
The University ◽  
Practice Of Teaching

The purpose of the article is building a model of the future teachers’ learning process gamification, its illustration with some results of the development and implementation of games in the practice of teaching mathematics in a pedagogical university based on scientific and methodological foundations and on our own experience. The article substantiates the relevance of research in this direction and formulates a contradiction that leads to the problem of introducing gamification into the educational process of the university and the need to develop didactic and methodological materials. It presents this model in the form of a scheme and a detailed description, demonstrates the functioning of this model on specific examples of teaching mathematics to students of the Institute of Physical, Mathematical, Information and Economic Education of the Novosibirsk State Pedagogical University. The fragments of the developed games are given. According to the results of the study, it formulates the conclusions. It outline the prospects of work in the direction of using gamification in a pedagogical university.

scholarly journals Blended Learning Environments in Inclusive Education at the University

2020 ◽  
Vol 15 (21) ◽  
pp. 145
Author(s):  
Yaqun Zhang ◽  
Fayruza Rebrina ◽  
Fairuza Sabirova ◽  
Julia Afanaseva
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Inclusive Education ◽  
Educational Process ◽  
Digital Learning ◽  
Education Development ◽  
Current State ◽  
The University ◽  
Digital Learning Environments

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

PREPARING OF PRESCHOOL ТEACHERS TO WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2019 ◽  
Vol 3 ◽  
pp. 83
Author(s):  
Olena Kolosova ◽  
Anna Hilya ◽  
Irina Sarancha
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Professional Activities ◽  
The Future ◽  
Personal Qualities ◽  
The University

In the article, the authors analyzed the research on the problem of preparing the future preschool teachers for professional activities in an inclusive education. The barriers to the implementation of inclusive education in the practice of general education institutions have been identified. The conditions and ways to overcome obstacles and difficulties in the solving the problems of inclusion are highlighted. Attention is focused on the importance of the forming the professional and personal qualities of the future preschool teachers, required for working with children with special educational needs. It is proved that for effective implementation of the inclusive education in the practice of general education institutions by the future preschool teachers it should make some changes to the methodology of the organization of the educational process of the university in the process of their preparing. A number of tasks aimed at the preparing future preschool teachers for the professional activities in the inclusive education have been identified.  

scholarly journals Adaptation of persons with disabilities to inclusive education in the university as a condition of their successful functioning in the labour market

2019 ◽  
pp. 130-136
Author(s):  
E. V. Gurova ◽  
N. I. Laas ◽  
A. V. Pritolyuk ◽  
I. A. Romanova
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Inclusive Education ◽  
Education System ◽  
Educational Environment ◽  
Persons With Disabilities ◽  
Higher Education System ◽  
Basic Concepts ◽  
The University

The main way to implement this principle of equality in the education of persons with disabilities and persons with disabilities (HIA) is now inclusive education at all levels of education throughout life. The basic concepts related to disability, integration of persons with disabilities into society, educational environment have been highlighted in the article, the differences in the understanding and interpretation of these concepts have been shown. The factors of adaptation of students with invalidity and disabilities have been disclosed. The formation of an inclusive educational environment in the University is impossible without improving the management of inclusive education in higher education system.

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