scholarly journals THE ADVANTAGES AND DISADVANTAGES OF INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF FUTURE TEACHERS

2021 ◽  
Vol 1 ◽  
pp. 432-441
Author(s):  
Ieva Margevica-Grinberga ◽  
Ilze Šūmane
Keyword(s):  
Inclusive Education ◽  
Prospective Teachers ◽  
Professional Competence ◽  
Research Strategy ◽  
Future Teachers ◽  
Advantages And Disadvantages ◽  
Study Programme ◽  
Study Team ◽  
Study Process

In Latvia, inclusive education is relevant as seen in the past several decades, during which time society has developed a more comprehensive understanding of and made significant progress towards implementing inclusive education. Nevertheless, there is still a gap between the priorities of education policy and reality in educational institutions. The quality of education accorded to students is informed by the knowledge, understanding and experience of teachers in the implementation of concepts of inclusive education. The current study aimed at identifying the visions of prospective teachers (already working in schools) concerning inclusive education. To explore the experiences of future teachers, this qualitative study used narratives (i.e., written answers to open-ended discussion questions) of prospective teachers as a research strategy. The study team recruited participants at the University of Latvia, which included 61 students in the work-based teacher education study programme and 46 future pre-school and primary school teachers. Therefore, the current study offers insight into how comprehensive education is implemented in Latvian schools. The results reveal a positive attitude on the concept of inclusive education among most prospective teachers. However, they have concerns about the quality of its implementation, which come as a consequence of limited resources (human, time and financial) and the underdeveloped teachers’ professional competence in the implementation of diversity solutions. Therefore, improving the study process of future teachers enhances the development of their competencies in the provision and promotion of solutions regarding inclusive education.

scholarly journals MENTORSHIP IN THE CONTEXT OF THE INCLUSIVE EDUCATION IN BULGARIA

2018 ◽  
Vol 28 (3) ◽  
pp. 809-814
Author(s):  
Petya Marcheva-Yoshovska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Continuous Process ◽  
Training And Development ◽  
Cultural Experience ◽  
Economic Changes ◽  
Personal Qualities ◽  
Mentoring System

The report makes a brief analysis of the psychological and pedagogical literature on the issue of mentorship with teachers in the context of the inclusive education and the definitions of the term. Mentorship in the field of the inclusive education of teachers is a strategy of individual and institutional support which is fulfilled by the collaboration for learning of two persons and is predominantly targeted to professional development. It is a partnership, normally between two persons (mentor and mentee), who work in one sphere and share common experiences. Their partnership is based on beneficial relations, trust (confidentiality), protection, mutual confidence and respect. It emphasizes on the necessity to ensure effective mentorship for newly employed young teachers in order to develop their professional skills through a motivating environment in the process of inclusion of students with special educational needs.Socio-economic changes in the country and the modernization of training require a new approach to teachers' professional competence. Their professionalism is becoming a decisive factor in ensuring the quality of education.Main priority is to create conditions for developing the personality of the teacher, self-realization of his / her abilities, further training and development of his / her professional qualities.The professional training and development of future teachers is a unified, continuous and continuous process aimed at building personal qualities, professional competences, knowledge, skills and habits, adequate to his / her personal needs as well as to the qualification requirements for the occupation.Along with the motivational factors, the mentoring system plays a significant role in the development and improvement of teachers as professionals which is an integral part of the young professional's adaptation to the profession, its overall development and improvement.Often the words "mentor" and "perceptor" are used as synonyms and no distinction is made in their meaningful sound. Mentoring is a method that enables in particular disadvantaged groups to become more easily integrated into education or work. Mentoring has a relatively long history and is one of the first forms of learning and transferring socio-cultural experience.

scholarly journals Digitalization of education: trends in teacher training

2021 ◽  
Vol 273 ◽  
pp. 12075
Author(s):  
Vladimir Borisenkov ◽  
Olga Gukalenko ◽  
Viktor Pustovoitov
Keyword(s):  
Economic Development ◽  
Professional Training ◽  
Professional Competence ◽  
Public Institutions ◽  
Children And Youth ◽  
Professional Activity ◽  
Future Teachers ◽  
Commercial Organizations ◽  
Personal Interests

Taking into account interstate and national requirements, an analysis of the significance was carried out and trends in the preparation of teachers for professional activity in the context of the digitalization of education were identified. It is noted that the ongoing scientific research affects various areas of training future teachers, however, they mainly consider certain aspects of professional training of teachers. Among the promising directions for the development of the process of training teachers are identified: the development of methodological concepts, strategic national projects and programs for the training of teachers, taking into account the prospects for economic development, digitalization of society and the education system; the transition to understanding the digitalization of professional pedagogical education as a process that includes the formation of future teachers’ personal readiness for professional activity in the context of the digitalization of society and education; provision of the process of training pedagogical personnel with hardware, network and software resources adequate to the needs; reducing the level of academic load on teachers who train teachers; improving the quality of professional pedagogical education based on personalization and targeting; ensuring the parity of interests of commercial organizations, state and public institutions, personal interests of future teachers; purposeful formation of future teachers’ competence in the design and modernization of educational space based on IR technologies; formation of professional competence among future teachers in the field of ensuring the protection of children and youth in the information space.

scholarly journals FEATURES OF THE USE OF INNOVATIVE TECHNOLOGIES IN THE PROSSES OF CONDUCTING PRACTICAL ON FOOD PROFILE SPECIAL COURSES

2021 ◽  
pp. 427-430
Author(s):  
Iryna Filimonova
Keyword(s):  
Vocational Education ◽  
Professional Competence ◽  
Educational Process ◽  
Empirical Observation ◽  
Practicing Teachers ◽  
Innovative Technologies ◽  
Advantages And Disadvantages ◽  
Innovative Methods ◽  
Professional Disciplines

The relevance of the problem of scientific research is due to the need to improve the quality of training of future specialists for vocational education institutions. Also practicing teachers have a need to develop practical recommendations for the introduction of innovative technologies in the educational process. The effective use of innovative technologies can optimize the process of conducting an occupation, as well as increase students' interest in professional disciplines. The article reveals the features of the use of innovative technologies when conducting practical classes in special disciplines. The author also analyzes their advantages and disadvantages, substantiates the expediency of their use at various stages of practical work. Also the innovative technologies in conducting professional disciplines contribute to the formation of professional competence. They develop mental activity, help to acquire new knowledge and skills. Their practical application is an important condition for the modern European education. The purpose of the article is to study the features of the use of innovative technologies that will improve the quality of training of future specialists for vocational education institutions. Research methods applied: theoretical (analysis of educational and methodological literature, generalization, forecasting, modeling), empirical (observation, comparison), varieties of heuristic methods (brainstorm, project method, etc.). The practice examples of innovative technologies are based on the research results. They characterize the innovative methods and forms of the Nutrition Physiology discipline’s practical classes. That is why, use of various innovative methods and techniques by practicing teachers, in particular, business games, problematic industrial situations, modern computer technologies of test control, at different stages of practical classes in special disciplines will not only increase students’ interest in learning, but also improve the quality of future specialists' training.

scholarly journals Theory and experience of digitalization in the system of inclusive education

2021 ◽  
Vol 18 (4) ◽  
pp. 45-56
Author(s):  
Valentina G. Ryndak
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Information Support ◽  
Research Results ◽  
Digital Devices ◽  
Advantages And Disadvantages ◽  
E Learning

According to the systematic approach, the paper reveals the theory and experience of digitalization of the inclusive education system. Research methods: retrospective analysis of the development of digitalization of the educational process of inclusive education in Russia and abroad, conversations, analysis of portfolios, situations, experience of the Pedagogical College named after N.K. Kalugin (Orenburg), assessment and self-assessment of bachelors, teachers, generalization and systematization of the data obtained; statistical methods, cluster analysis, questionnaires, analysis of parents opinions on the conditions and quality of inclusive education, analysis of students opinions on the conditions and quality of vocational training. Research results: the paper provides a theoretical analysis and analysis of research results, which made it possible to: clarify the essence of digital technologies as a set of digital devices and information and communication technologies; identify assistive means for solving corrective and compensatory problems; categories of digital devices for solving the problems of inclusive education; identify the principles, methods and technologies of digital (e-learning) in the context of inclusive, advantages and disadvantages of e-learning; models of organizing inclusive education using e-learning; free services, paid educational platforms, their opportunities, advantages and disadvantages in inclusive education; to identify the means of intellectual information support in the digital educational environment, the didactic potential of the educational platform; virtual fund of scientific effects, providing educational and methodological support for the inclusive educational process, its architectural components; to determine the directions of the virtual fund of scientific effects. Effectiveness and quality of inclusive education is provided by individual educational trajectories, the methodological resource integrates methods of educational activities in an electronic environment, online learning, and access to digital technologies. The experience of organizing distance inclusive education and inclusive group virtual learning has been clarified. Conclusions and recommendations: it has been proven that digitalization is the goal and means of ensuring the effectiveness of inclusive education; revealed the difficulties of students and the role of teachers as professional partners in their elimination; identified digital devices for solving the problems of inclusive education. The principles, methods and technologies of digital (e-learning) are presented in the context of the interaction of students and teachers.

scholarly journals INCLUSIVE TOLERANCE AS A BASIS OF PROFESSIONAL COMPETENCE OF PROSPECTIVE TEACHERS

2012 ◽  
Vol 43 (1) ◽  
pp. 21-32
Author(s):  
Vera V. Khitruk ◽  
Olga A. Ulianova
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Prospective Teachers ◽  
Professional Competence ◽  
Research Purpose ◽  
Professional Activity ◽  
First Year ◽  
Integrated Education ◽  
Educational Integration ◽  
Senior Students

The article describes the results of the comparative analysis of tolerance as a basis of professional competence of prospective teachers, whose professional activity can be carried out under the conditions of educational integration or/and inclusive education. The research purpose is to study tolerance among first-year and senior pedagogues, which makes it possible to discuss determinacy of the formation process of inclusive tolerance by the content of pedagogical education in the comparative (the first-year and senior students of the department of pedagogy) aspect. The study of inclusive tolerance of prospective teachers has been carried out using a set of standardized methods adapted to the conditions of the research purpose. Thus, the stimulus material of the methods included the questions among many others the answers to which implied the expression of attitudes towards children/persons with special needs. The obtained results show, that the actual formation level of inclusive tolerance of the students of pedagogical specializations do not permit to determine their professional competence as sufficient in professional realization under the conditions of inclusive education. The paradoxicality of the obtained results consists in the fact, that in general the indices characterizing the formation level of inclusive tolerance decrease from the first to final years. This fact enables to state, that the content of pedagogical education does not have strong enough influence on the formation of this professional quality. Key words: children with special needs, inclusive education, inclusive tolerance, integrated education and upbringing.

scholarly journals PENGEMBANGAN MODEL PEMBINAAN KOMPETENSI CALON GURU MATEMATIKA MELALUI LESSON STUDY

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Rahmad Bustanul Anwar ◽  
Dwi Rahmawati
Keyword(s):  
Social Competence ◽  
Human Resources ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Professional Competence ◽  
Personal Competence ◽  
Research Activities ◽  
Prospective Mathematics Teachers

Education has a very important role in improving the quality of human resources. Therefore, education is expected to be one of the ways to prepare generations of qualified human resources and has the ability to deal with the progress of time and technology development . In order to enhance the quality of student mastery of competencies in the development of prospective teachers in this study will be applied to the activities in the process of lesson study in lecture . Lesson study is a model of coaching to people who work as both teacher educators and lecturers through collaborative learning and assessment in building sustainable learning communities. The purpose of this research is to improve the competence of prospective mathematics teachers through lesson study . More specifically , this study aims to describe the efforts made to improve the pedagogical, professional competence , social competence and personal competence prospective mathematics teachers through lesson study . Subjects in this study were students who took the micro teaching courses totaling 15 students , divided into 3 group . This type of research is a qualitative descriptive study is to develop the competence of prospective mathematics teachers through lesson study . Lesson study conducted collaborated with Action Research activities ( Action Reseach). The results of this research activity is the implementation of lesson study to greater competence to prospective teachers teaching mathematics through the micro subjects namely: pedagogical competence categories were 80 % and 20 % lower, professional competence categories were 46.7 % and 53.3 % lower, personal competence 100 % category being and social competence categories were 86.7 % and 13.3 % lower .

scholarly journals Sources of Pedagogical Experience in the Study Process

2015 ◽  
Vol 1 ◽  
pp. 241
Author(s):  
Alīda Samuseviča
Keyword(s):  
Higher Education ◽  
Prospective Teachers ◽  
Social Constructivism ◽  
Educational Practice ◽  
The Public ◽  
Pedagogical Expertise ◽  
Professional Careers ◽  
Conscious Process ◽  
Study Process

The publication describing the studies in the education of prospective teachers, raises student learning as important and purposeful, constructive and conscious process of experience formation in the institution of higher education. Individual achievements in professional careers are based on the quality of acquired education and personality’s competitiveness in the labor market. Studies in the institution of higher education are an imposing source and means for advancement of future teacher's professional identity and pedagogical expertise, whose potential opportunities according to the cognitions of pedagogy theory of social constructivism are not fully applied in practice. In order to meet the public demand for excellence and creativity in educational practice at school, there is a need for a qualified and skilled educator. The objective of this paper is to describe student, prospective teacher sources of formation of pedagogical experience and their developing potential in the study process within the institution of higher education.

scholarly journals The role and responsibility of teachers and students in university studies: A comparative analysis of the views expressed by pedagogy students

2014 ◽  
Vol 46 (1) ◽  
pp. 50-68
Author(s):  
Barbara Steh ◽  
Jana Kalin ◽  
Jasna Mazgon
Keyword(s):  
Learning Experience ◽  
Main Role ◽  
Constructive Learning ◽  
University Studies ◽  
Study Programme ◽  
Teachers And Students ◽  
Study Process ◽  
Academic Year

This paper presents and analyses the results of the empirical research basically intended to determine how students understand the main role of teachers and their own role and to find out what they consider as their significant learning experience during the studies. We were interested in whether their conceptions of teachers? and students? roles had changed during the studies and whether they had approached modern scientific concepts on active and constructive learning. The research was carried out during the winter semester of the 2012/13 academic year on the sample of first- and third-year students, enrolled at the first level of the pedagogy study programme at the Faculty of Philosophy in Belgrade and pedagogy and andragogy at the Faculty of Arts in Ljubljana. The results from comparing the first and the third year have shown that third-year students demonstrate a shift to higher conceptions of students? and teachers? roles, which is more likely to lead to a deeper approach to learning. Modifications towards higher conceptions of students? and teachers? roles can thus indicate the quality of studies, since they clearly demonstrate that students are prepared to adopt a more responsible and autonomous role in their studies. In the efforts to achieve the high quality of university studies, the above-mentioned perspectives serve as pieces of information important for the reform of study programmes and introduction of changes in the study process.

scholarly journals Does Higher Education Curriculum Contribute to Prospective Teachers' Attitudes, Self-Efficacy and Motivation?

2017 ◽  
Vol 7 (1) ◽  
pp. 93
Author(s):  
Morana Koludrovic ◽  
Ina Reic Ercegovac
Keyword(s):  
Prospective Teachers ◽  
Self Efficacy ◽  
Future Teachers ◽  
Higher Education Curriculum ◽  
Initial Hypothesis ◽  
Predictive Role ◽  
Teachers Attitudes ◽  
Number Of Classes ◽  
Course Of Study

In Croatia, another comprehensive reform of the education system is being implemented. Although it proposes anumber of reforms to the school system, we think that providing better training to future teachers during their studieswould further contribute to the quality of education. The initial education of elementary and high school teachers isconsiderably different in terms of the number of courses where teaching competences are acquired, i.e. teachingcourses, and the number of classes of these courses students take every week. Therefore, the initial hypothesis of thestudy was that students who take more teaching courses will prefer a democratic atmosphere, and will be moreintrinsically motivated, more self-efficient and more satisfied with their course of study as compared to students whotake fewer of these courses. A series of questionnaires was given to 383 students at teacher education institutions atthe University of Split to examine their academic self-efficacy, motivation, satisfaction with the studies and to assessthe quality of teaching atmosphere. The obtained results confirm the hypothesis that future teachers who take moreteaching courses prefer a democratic atmosphere and are intrinsically more motivated. When explaining futureteachers’ attitudes towards a democratic teaching process, the predictive role of self-efficacy and satisfaction withthe course of study was not determined.

scholarly journals Juridiskās izglītības jaunie izaicinājumi

2019 ◽  
Vol 2 (14) ◽  
pp. 53-63
Author(s):  
Andrejs Vilks
Keyword(s):  
Education System ◽  
Legal Education ◽  
The State ◽  
Legal Counsel ◽  
Knowledge And Skills ◽  
Higher Education System ◽  
Study Programme ◽  
The Republic ◽  
Study Process

Politiskās plānošanas dokumentos tiek atzīts, ka Latvijā samazinās juridiskās izglītības kvalitāte un tiesību zinātņu studiju programmu absolventiem ir vājas zināšanas un prasmes jurisprudencē. 
Lai paaugstinātu juridiskās izglītības kvalitāti, Latvijas Republikas Ministru kabinets 2015. gadā akceptēja rīkojumu par valsts vienotā jurista kvalifikācijas eksāmena ieviešanu 2021. gadā profesionālajās maģistrantūras studiju programmās “Tiesību zinātne”, vienlaikus augstākās izglītības sistēmā likvidējot profesionālās bakalaura studiju programmas un liedzot studējošajiem iespēju iegūt juriskonsulta kvalifikāciju. Augstākās juridiskās izglītības sistēma kopumā tiek pārveidota. Valsts vienotā jurista kvalifikācijas eksāmena ieviešana rada nepieciešamību pārveidot studiju procesu, veikt izmaiņas īstenotajos studiju kursos un papildināt prasības tiesību apakšnozarēs, kurās tiks pārbaudītas studējošo zināšanas vienotā eksāmenā. Political planning documents recognise that quality of legal education is decreasing in Latvia, graduates of law study programmes have poor knowledge and skills in jurisprudence. In order to increase the quality of legal education, the Cabinet of Ministers of the Republic of Latvia in 2015 accepts the order on the introduction of the State Unified Lawyer’s Qualification Exam in 2021 in the professional Master’s study programme “Law Science”. At the same time, the higher education system eliminates professional bachelor study programmes and prevents students from gaining legal counsel. The higher legal education system as a whole is transformed. The introduction of the State Jurisprudence Expert Examination determines the necessity to transform the study process, to make changes in the study courses to be implemented, to supplement the requirements in the sub-branches of law, where students’ knowledge in a single examination will be checked. Currently, it is too early to conclude whether the introduction of a single national lawyers’ qualification examination will increase the quality of legal education, and graduates of legal science study programmes will increase their knowledge and skills in jurisprudence.

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