scholarly journals Technology of modeling current and prospective roles and responsibilities of teaching staff for general education settings

2021 ◽  
Vol 11 (5) ◽  
pp. 57-83
Author(s):  
Galina Borisovna Golub ◽  
◽  
Irina Samuilovna Fishman ◽  
Svetlana Anatolievna Arbuzova ◽  
Viktoria Arkadievna Prudnikova ◽  
...  
Keyword(s):  
Labor Market ◽  
General Education ◽  
Graphical Representation ◽  
General Education Teachers ◽  
Teaching Staff ◽  
Roles And Responsibilities ◽  
Professional Activities ◽  
General Education Setting ◽  
Qualification Framework ◽  
Social Stereotype

Introduction. This study analyses how changing requirements for results and processes of general education determine new or updated roles and responsibilities of teachers in the context of building a qualification framework in the field of education. The purpose of the research is to develop and test a technology for modeling roles and responsibilities and corresponding professional qualifications of general education teachers determined by changing requirements of the labor market and employers. Materials and Methods. The study follows the process approach and methodology of structural and functional analysis of professional practice. The authors applied the following research methods: modeling, questionnaires, approbation, comparative analysis, generalization, classification, interpretation as well as methods of graphical representation of information in data processing and interpretation. In order to collect empirical data, the authors developed a questionnaire through modeling roles and responsibilities of teaching staff based on legislative materials as well as theoretical and practical evidence reflecting the requirements for processes and results of general education in the Russian Federation. Results. The article presents a technology for modeling prospective roles and responsibilities and corresponding professional qualifications of general education teachers developed and tested by the authors. The system of current roles and responsibilities of subject teachers, class teachers and academic counselors has been established. The authors developed a set of prospective roles and responsibilities for education practitioners, the institutionalization of which is required for an appropriate response of a general education setting to changing requirements for processes and results of its work. The study reveals how employers evaluate the importance of current roles and responsibilities of education practitioners and the demand for prospective ones. The authors summarize the ideas of employers about pursuing a career in the field of education. The study reveals an apparent discrepancy between the employers’ recognition of diversification of professional activities within educational settings and the stable professional and social stereotype of a ‘universal teacher’. The hypothesis about the hybridization of teachers’ roles and responsibilities as a basic way of developing the qualification framework in the field of education has been tested and confirmed. Conclusions. The efficiency of the developed technology for modeling prospective roles and responsibilities and corresponding professional qualifications of general education teachers in accordance with the changing requirements of the labor market has been proved.

scholarly journals DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCIES OF A SOCIAL TEACHER IN INCLUSIVE EDUCATION

2020 ◽  
Vol 66 (2) ◽  
pp. 193-198
Author(s):  
B. Baimenova ◽  
◽  
S. Zhubakova ◽  
B. Kiyassova ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Speech Disorders ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
Professional Activities ◽  
Pedagogical Competence ◽  
High Level

The development of inclusive education in Kazakhstan determines the renewal and improvement of approaches to the training and professional activities of teachers. Inclusive education involves co-education of healthy normally developing children and children with special educational needs. Children with special educational needs in the international classification are defined as children who experience constant difficulties in obtaining education due to: limited development opportunities – hearing, vision, speech disorders; behavioral and emotional problems; environmental factors – economic, social, cultural, the state of thematic health. The inclusion of children with special educational needs in General education organizations requires a change in approaches to education and the implementation of the pedagogical process. This, of course, increases the requirements for the competence of teaching staff. A special place among them is occupied by such a young profession as a social teacher. Its role is huge in the integral pedagogical process of the school, since one of the most important tasks of inclusive education is the full socialization of children with special educational needs. The article reveals the features of psychological and pedagogical competence of a social teacher as an important participant in the educational inclusive process. The authors offer indicators of a high level of psychological and pedagogical competence of a specialist.

scholarly journals Striving to Include the Excluded: A Case Study of a Special Education Initiative in Rural Honduras

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Amanda Ketner Weissman
Keyword(s):  
Professional Development ◽  
General Education ◽  
Students With Disabilities ◽  
Learning Outcomes ◽  
Physical Disabilities ◽  
General Education Teachers ◽  
Policy And Practice ◽  
General Education Setting ◽  
Education Initiative

Despite the existence of national policies that allow students with disabilities to be taught in the general education setting in Honduras, there is a gap between policy and practice as students with disabilities experience worse learning outcomes than their peers. Previous work has shown that this is due in part to a lack of knowledge among general education teachers on how to work successfully with students with disabilities. This paper examines the effectiveness of an approach to address this in rural Honduras by providing professional development for fifteen in-service teachers in eight schools to impart techniques for working with 56 students with both learning and physical disabilities. Through a combination of surveys, interviews, and observations, results show benefits to the teachers

Components of Successful Professional Adaptation and Training of Teachers of General Education Organizations in a Changing Competitive Environment

2020 ◽  
Author(s):  
С.Ю. Иванов ◽  
Д.В. Иванова
Keyword(s):  
Labor Market ◽  
General Education ◽  
Teaching Staff ◽  
Special Role ◽  
Educational Organizations ◽  
Social Challenges ◽  
Social Statistics ◽  
Professional Self ◽  
Innovative Economy

Авторы рассматривают основные направления, способствующие успешной адаптации педагогических работников общеобразовательных организаций к современным требованиям рынка труда. На основе данных социальной статистики определены возрастающая потребность общеобразовательных организаций в педагогических кадрах и задачи по их подготовке. В контексте модернизации системы образования особое внимание обращено на изучение составляющих, определяющих профессиональное самоопределение будущих педагогов. Показано, что в рамках наиболее активной интеграции современного образования с отраслями инновационной экономики и возрастания требований образовательных стандартов, увеличивается значимость качественной подготовки учителей. Определяются ключевые механизмы, обеспечивающие подготовку молодых специалистов-педагогов, востребованных на современном рынке труда. Подчеркивается, что одними из требований общеобразовательных организаций становятся высокий профессионализм учителя и его особая роль: наставника, мотиватора, навигатора, интегратора, мастера. Очевидно, что именно комплексная система подготовки учителя-профессионала сможет наиболее эффективно обеспечить формирование навыков и компетенций, адекватных социальным вызовам, а сам учитель при этом будет способствовать построению активной жизненной позиции современных школьников. the article considers the main directions that contribute to the successful adaptation of educational organizations of teachers to the modern requirements of the labor market. Based on social statistics data, the increasing need of educational organizations for teaching staff and the tasks for their training are determined. In the context of modernization of the education system, special attention is paid to the study of the components that determine the professional self-determination of future teachers. It is shown that within the framework of the most active integration of modern education with the branches of innovative economy and the increasing requirements of educational standards, the importance of high-quality teacher training increases. In this regard, the key mechanisms that ensure the training of young specialists-teachers in demand in the modern labor market are identified. It is emphasized that one of the requirements of educational organizations is the high professionalism of the teacher and his special role: mentor, motivator, Navigator, integrator, master. It is obvious that a comprehensive system of training a professional teacher can most effectively ensure the formation of skills and competencies that are adequate to social challenges, and the teacher himself will help to build an active life position of modern schoolchildren.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

scholarly journals A Comprehensive Study on University Students’ Perceived Employability: Comparative Effects of Personal and Contextual Factors

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110361
Author(s):  
Meriç Ergün ◽  
Harun Şeşen
Keyword(s):  
Labor Market ◽  
University Students ◽  
Work Experience ◽  
Contextual Factors ◽  
Hierarchical Regression ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
Positive Effects ◽  
Perceived Employability ◽  
Contextual Determinants

This study aimed to investigate the personal and contextual determinants affecting the employability perception of university students using a comprehensive model, and to compare the effects of these determinants with each other. The sample consisted of 463 university students from Turkish universities in İstanbul. Following explanatory and confirmatory analyses, the study variables were tested via hierarchical regression analysis. Across all variables, generic skills, academic performance, personal circumstances, and external labor market had significant and positive effects on the perception of employability, while students’ work experience and the contribution of university and consultants did not. The external labor market was identified as the strongest determinant of employability, and contextual factors were identified as having a stronger influence than personal ones. The results present a number of suggestions for stakeholders—including the Ministry of Education, university administrations, teaching staff, employers, students, families, media, and graduates—vis-à-vis perceived employability.

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