scholarly journals Teachers’ Training for Social and Educational Activity in Conditions of Mountain Area Primary School

2014 ◽  
Vol 1 (2-3) ◽  
pp. 255-257
Author(s):  
Oksana Voroshchuk ◽  
Ulyana Ketsyk
Keyword(s):  
School Improvement ◽  
Primary School ◽  
Inclusive Education ◽  
Rural Schools ◽  
Rural School ◽  
Educational Activity ◽  
Mountainous Region ◽  
Mountain Area ◽  
Special System ◽  
Teachers Training

The article deals with the problem of inclusive education of children with the specialeducational requirements at comprehensive rural school in a mountainous region. The authorindicates that the special system of inclusive education for such students at rural schools isimportant at present time. The results of questionnaire of parents as to their knowledge aboutinclusive education are shown. Social teachers who work at rural schools in a mountainous regionshould conduct informatively-elucidative work among parents with the aim of support of vitalfunctions of school, improvement of understanding and communication of all students of school,taking into account the special educational necessities of separate students, and also give anopportunity to the children with the special educational necessities to get such a social experienceas well as their healthy friends.

Strategies for Developing Inclusive Practices in Small, Rural Schools

1998 ◽  
Vol 17 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Kim S. Beloin
Keyword(s):  
High School ◽  
Inclusive Education ◽  
Rural Schools ◽  
Challenging Behaviors ◽  
Educational Needs ◽  
Rural School ◽  
Diverse Range ◽  
School Practices ◽  
Inclusive School ◽  
Small Rural Schools

This article showcases several small, rural schools in Wisconsin who have made a commitment to utilizing inclusive school practices. By re-aligning current building-based resources in innovative ways, the professionals in these four schools have designed unique inclusive education models and practices that respond to the educational needs of a diverse range of learners. This article describes four successful rural school inclusion models in detail. These rural school inclusion models focus on: (a) scheduling for cross-categorical programming, (b) including students with challenging behaviors, (c) co-teaching, and (d) practicing inclusive education in a rural high school. Other small, rural schools who are moving towards inclusion, will benefit from the discussed experiences these models encountered during the re-alignment of their resources.

scholarly journals Teachers’ Training for Social and Educational Activity in Conditions of Mountain Area Primary School

2014 ◽  
Vol 1 (2-3) ◽  
pp. 193-196
Author(s):  
Leonida Pesotskaya
Keyword(s):  
Preschool Education ◽  
Objective Evaluation ◽  
Educational Activity ◽  
Mountain Areas ◽  
Mountain Area ◽  
Educational Establishment ◽  
Definition Of ◽  
Teachers Training ◽  
Social Economic Development ◽  
Coaching Approach

The article reveals the question of using of the method of coaching in preparation of thestudents to the managerial activity in the sphere of preschool education in mountain areas. Thenecessity of preparation under the modern conditions of social-economic development ofmountain areas has been proved. The content of the article generalizes basic contradictionsbetween the necessity and reality. The definition of the main points of the research has been given.The attention is accentuated on the basic principles of management and on the notion “coaching”in the process of management of preschool education in mountain area. Coaching includespartnership, potential revealing, effectiveness. Methodology of coaching is based on the principlethat the person naturally is sufficiently talented and owns great potential, which isn’t realizedfully. An important condition of this approach is valuable, respectful attitude of the participants ofpolylogue to one another. Basic theoretical regulations of the coaching approach have beendetermined. In the context of selection of teching technologies on the basis of coaching approach,the method “reflexive team” has been briefly revealed. It is determined that coaching is a style ofmanagement, transformed culture: if the authoritarian style is substituted into coaching, then thehierarchy changes from the support of blaming and ridiculing to the objective evaluation, all-handsactivity changes to strategic planning.Coaching approach will allow optimizing the structure of economic activity of a separatepreschool educational establishment. The attention is accentuated at the fact, that using coachingwith the students at the lessons as a style of management of preschool education, will let futuremanagers of preschool educational establishments to form the skills of behavior in criticalsituations of mountain area, to enrich their activity with the new means of performing, to developprofessional flexibility and mobility, to learn clearly to determine the goals and priorities of activityof preschool educational establishment.

scholarly journals Psychological comfort of education in modern rural school: results of empirical research (on the example of the Kirov region)

2021 ◽  
Vol 1 (7) ◽  
pp. 25-43
Author(s):  
Olga V. Korshunova ◽  
◽  
Svetlana S. Bykova ◽  
Olga G. Selivanova ◽  
Tatiyana S. Sheromova ◽  
...  
Keyword(s):  
High School Students ◽  
Rural Schools ◽  
Rural School ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Activity ◽  
Survey Method ◽  
Integral Coefficient ◽  
School Students ◽  
Rural And Urban

Currently, rural school faces many difficulties both within its system and outside (unfavorable challenges of the external society), which complicate the organization of the educational process. Accordingly, the atmosphere of psychological comfort for all subjects of educational activity in rural schools decreases. The purpose of the study is to diagnose, record and describe the state of psychological comfort in the education of a modern rural school. The leading method for collecting primary empirical information was the survey method conducted in the format of a Google questionnaire (a questionnaire for representatives of the administration of an educational organization; a questionnaire for a teacher; a questionnaire for primary and high school students; a questionnaire for parents). In the Kirov region, rural and urban schools participated in the study: totally 338 responses to the questionnaire were received, of which 144 are students, 111 parents, 71 teachers and 12 administrations. The article presents the author's interpretation of the concept «psychological comfort of education in rural school». The diagnostics was carried out and the integral coefficient of psychological comfort of education in rural school was determined, measured in three directions: an integral indicator of the attitude to the educational environment; selection of significant characteristics of the educational environment and the index of satisfaction with them; index of psychological safety of the educational environment of the school. In general, the integral coefficient is characterized by a high level. The materials of the article can be used to diagnose the psychological comfort of the both urban and rural schools. Further research will be aimed at developing a concept and defining pedagogical mechanisms for improving the characteristics of the psychological comfort of education in rural schools.

scholarly journals Teachers’ Training for Social and Educational Activity in Conditions of Mountain Area Primary School

2014 ◽  
Vol 1 (2-3) ◽  
pp. 22-27 ◽  
Author(s):  
Olena Budnyk
Keyword(s):  
Primary School ◽  
School Environment ◽  
Professional Training ◽  
Research Work ◽  
Historical Analysis ◽  
Value Orientations ◽  
Educational Activity ◽  
Cultural Issues ◽  
Mountain Area ◽  
Mountain Landscape

The article highlights the keynotes of professional training of elementary school teacherto social and pedagogical activity with pupils and their parents taking into consideration specificcharacter of mountain landscape-climatic and ethnocultural environment.Author focuses on engaging students of teacher training institutions in research work accordingto outlined problems, the creation of individual database on cultural issues, enhance theirperformance by varied forms and methods of teaching in the humanities. The author stresses theimportance of independent ethnographic activity of future teachers, in particular the study ofcrafts and trades of mountainous region, the folklore and customs of the locals, collecting vintagehousehold items and their local historical analysis. Ideological value orientations of the inhabitantsof the mountains is a key component of spiritual values and the basic formation of the structure ofconsciousness and awareness of the growing personality. Deeper knowledge of students priorityof moral, aesthetic, civic values of people from mountain terrain and features of the landscape,climate, flora and fauna of mountain environment will help them develop their future careers,which is to foster harmonious child in primary school environment.

scholarly journals Professional Samples in the Training Process of Primary School Teachers for Working with Inclusion

2018 ◽  
Vol 10 (1) ◽  
pp. 116-126
Author(s):  
Z.Y. Bruk ◽  
I.V. Patrusheva ◽  
L.V. Fedina
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Personal Responsibility ◽  
Educational Process ◽  
Training Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Reflection ◽  
Special Children ◽  
Teachers Training

The article presents the results of professional sample as one of the conditions of practice-oriented learning. The samples were carried out during the approbation of the project which is aimed at the improving of future teacher's training through strengthening of the practical orientation in the context of inclusive education. The authors describe the content and mechanism of a professional sample in the real teaching and educational process by the implementation of the module "Theoretical and methodological foundations of inclusive education". The authors came to the conclusion that the use of professional samples in the system of future teachers training can significantly increase the indicators of methodical readiness of students. Nevertheless, the competences of diagnosing the teaching and educational process, the ability to conduct observations are not sufficiently formed. The use of the professional samples method in the educational process helps to connect theory and the practical activity of the teacher in the context of inclusive education, to develop the competence of making informed and effective decisions, to form the experience of interaction with special children, and to develop personal responsibility and the ability to self-reflection.

scholarly journals Preparation of rural school teachers to work in conditions of inclusive education

2021 ◽  
Vol 2 (8) ◽  
pp. 126-136
Author(s):  
Liliya V. Zhavoronkova ◽  
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Inclusive Education ◽  
Rural Schools ◽  
Professional Education ◽  
Educational Programs ◽  
Rural School ◽  
Educational Process ◽  
Teaching Staff ◽  
Scientific Center

The problem of providing accessible and quality education for children with disabilities studying in rural schools is one of the main tasks of modern education. The need to include all children in the educational process, without exception, makes it relevant to discuss the problem of preparing teachers of rural secondary schools for the implementation of inclusive education. The author of the article examines the training of teachers on the example of one of the rural secondary schools of the Yaroslavl region. The article is presented from the standpoint of the implementation of the requirements for the labor function «Pedagogical activities for the design and implementation of basic general educational programs and adapted general educational programs». It is based on the professional standard «Teacher (pedagogical activity in preschool, primary, general, basic general, secondary general education) (educator, teacher)”. The article actualizes the competencies of teaching staff, which need to be formed to ensure inclusive education, it determines the priority areas of training teachers of rural schools to work in the inclusive educational process: normative; motivational – value; cognitive; procedural – technological; professional and competence. The author describes the components of training teachers of rural schools in the Yaroslavl region to work in inclusive classes: the possibility of mastering special defectological programs of different levels (higher education and master's degree); the possibility of obtaining additional professional education in the form of professional retraining or course improvement of qualifications; internships on the basis of leading inclusive educational organizations; participation in training events at various levels; activities as part of the problem group of the laboratory «Pedagogy of the rural school» of the Scientific Center of the Russian Academy of Education at the YaSPU named after K. D. Ushinsky, participation in implementing innovative projects at the municipal and regional levels.

scholarly journals PRIMARY SCHOOL TEACHERS’ COMPONENTS, CRITERIA, INDICATORS AND READINESS LEVELS TO THE PROFESSIONAL ACTIVITIES IN THE CONDITIONS OF INCLUSIVE EDUCATION

2020 ◽  
pp. 164-170
Author(s):  
Tamila DZHAMAN ◽  
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Social Order ◽  
Cognitive Activity ◽  
Experimental Studies ◽  
Educational Activity ◽  
Professional Activity ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers

Introduction. Scientific research is dedi- cated to the relevant pedagogical problem - readiness diagnostic of primary school teachers to educational activ- ity in the conditions of inclusive education. The problem is considered as existence of contradictions between social order on preparation of competent teacher, that is able to organize coeducation of children with the special educational needs and children with normal development as well as in the noncompliance with the requirements of the level of readiness of primary school teachers and insufficient educational-methodological and diagnostic provision of this process. The goal of this article is to separate the content-structural components of primary school teachers' readiness to the work in conditions of inclusive education, criteria, indicators and stages of teacher`s readiness to work in the conditions of inclusive education, that gives the opportunity to provide objective diagnostic. Stages of teachers` readiness are considered not only by degree of components readiness, criteria and indicators of its ap- pearance in professional activity, but also with taking into account the continuity and phasing of the process, gradu- al complication, expansion of spheres of activity, increas- ing the complexity of educational tasks in the professional context. On the basis of theoretical analysis and data generalization of experimental studies of my own pedagogical experience was founded, that teacher`s readiness to work in the inclusive education conditions is the unity of four components: motivational value, cognitive activity, personal reflective and communicative components. These components are realized by the motivational, axiological, cognitive-procedural, reflective and evaluative and communicative criteria. The same amount of indicators were selected for each component to optimize the process of diagnostics. According to the criteria, such stages of teachers` training for educational activity in the inclusive education conditions were separated: height, intermediate, middle and low.

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