scholarly journals Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education

2021 ◽  
Vol 12 (3) ◽  
pp. 191-213
Author(s):  
Iryna Demchenko ◽  
Borys Maksymchuk ◽  
Valentyna Bilan ◽  
Iryna Maksymchuk ◽  
Iryna Kalynovska
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Simulation Modelling ◽  
Physical Education Teachers ◽  
Teaching Methodology ◽  
Special Educational Needs ◽  
Professional Activities ◽  
Formative Stage ◽  
The Difference ◽  
High Level

According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.

scholarly journals Achievement motive of future physical education teachers

2007 ◽  
Vol 39 (2) ◽  
pp. 271-288
Author(s):  
Dusanka Lazarevic ◽  
Biljana Trebjesanin
Keyword(s):  
Physical Education ◽  
Complex Structure ◽  
Motivational Climate ◽  
Male Students ◽  
Physical Education Teachers ◽  
Moderate Degree ◽  
Achievement Motive ◽  
Professional Goals ◽  
The Difference ◽  
High Level

This paper presents the results of the research of the characteristics of achievement motive of future physical education teachers. Starting from understanding of the importance of achievement motive for the successful accomplishment of professional goals and roles of teachers, the aim of our research is to examine the level of achievement motive, the characteristics of its structure and differences according to gender. The instrument MOP2002 (Francesko et al., 2002a) was applied, which presupposes the complex structure of this motive. The sample consisted of 373 students (263 male and 110 female) of the Faculty of Sport and Physical Education in Belgrade. The results show that their achievement motive is characterized by the tendency towards high level of presence, and its structure is in the largest degree determined by the components accomplishing goals as a source of pleasure and perseverance in accomplishing goals, which is followed by orientation towards planning. The component competing with others is demonstrated in a moderate degree and it is least expressed. It was shown that female students have a larger degree of achievement motive when compared to male students, and accomplishing goals as a source of pleasure and perseverance in accomplishing goals mostly contribute to the difference in structure of achievement motive. It can be expected that the achievement motive, with the structure and degree of presence determined in our respondents, will contribute that they, as future teachers, become a good motivational model and the creators of a desirable motivational climate.

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.

Organization of inclusive physical education classes for persons with disabilities

2021 ◽  
Vol 67 (06) ◽  
pp. 54-57
Author(s):  
Zülfiyyə Asim qızı Yolçiyeva ◽  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
The Body ◽  
Social Model ◽  
Teaching Methodology ◽  
Main Task ◽  
Persons With Disabilities ◽  
The Social

As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

scholarly journals DEVELOPMENT OF PSYCHOLOGICAL READINESS IN PHYSICAL EDUCATION TEACHERS FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION

2018 ◽  
Vol 18 (1) ◽  
pp. 125-137
Author(s):  
N Catellani ◽  
D Ilyasov ◽  
E Cherepov ◽  
A Sevryukova ◽  
E Selivanova ◽  
...  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Physical Education Teachers

scholarly journals University Service-Learning in Physical Education and Sport Sciences: A systematic review

2019 ◽  
Vol 30 (4) ◽  
pp. 1147-1164 ◽  
Author(s):  
Oscar Chiva-Bartoll ◽  
Pedro Jesús Ruiz-Montero ◽  
Ricardo Martín Moya ◽  
Isaac Pérez López ◽  
Javier Giles Girela ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Service Learning ◽  
Teaching Practice ◽  
Geographical Location ◽  
Academic Learning ◽  
Teaching Methodology ◽  
Special Educational Needs ◽  
Distribution Profile ◽  
The Impact

Higher education requires a pedagogical transformation to guide teaching practice toward true educational competences. Service-Learning (SL) has become a teaching methodology that promotes social and personal skills. This systematic review of the literature reports SL experiences and research of university subjects related to physical education and sport sciences. All of them are based on different descriptive axes such as the type of publication: description of educational experiences, research articles or theoretical works. Similarly, this review has considered the geographical location, the methodological approaches used, the type of service provided and the different profiles of service recipient groups. Following an exhaustive search, 18 peer-reviewed publications were organized according to the methodology used, characteristics of the sample, duration and intensity of intervention programmes, instruments used, geographic distribution, profile of the group receiving the service and effects on students’ academic learning. The results indicate that the methodologies used tended to be qualitative, while the variety of samples and duration of interventions was very broad. The instruments used were mainly interviews and questionnaires. Most of the groups receiving SL included people with functional diversity or disabilities, children with attention deficit and hyperactivity disorder, children with special educational needs, people at a disadvantage or social exclusion and curricular lag. The publications in the present review highlight the impact of SL in university subjects related to physical education and sport sciences.

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 The program of pedagogical practice in the context of mastering the basics of pedagogical communication

2020 ◽  
pp. 43-49
Author(s):  
Valentyna Honcharuk ◽  
Oksana Gomotiuk ◽  
Lidia Pletenytska ◽  
Valentyna Zvozdetska ◽  
Nadiya Lanchukovska ◽  
...  
Keyword(s):  
Physical Education ◽  
Educational Process ◽  
Physical Education Teachers ◽  
Physical Culture ◽  
Pedagogical Practice ◽  
Professional Activities ◽  
Pedagogical Skills ◽  
Communication Pedagogy ◽  
Perceptual Abilities ◽  
Favorite Teacher

We aimed to develop pedagogical techniques among students, improve their pedagogical abilities as important components of pedagogical excellence during practical classes in the educational disciplines “Introduction into the specialty”, “Culture of professional speech and communication”, “Pedagogy”, “The content and types of professional activities in the field of physical culture and sports”, in particular: organizational, creative, perceptual abilities, emotional stabilit y, optimistic forecasting, For future physical culture teachers to learn how to introspect their skills in pedagogical interaction, we proposed such topics for creative reflection: “My pedagogical culture”, “Pedagogy: science or art”, „My memories of my favorite teacher”, “Physical culture teacher of the future” etc. The inclusion of students in personally oriented activities through the use of the latest educational technologies and the introduction of a special course in the educational process “Fundamentals for the development of pedagogical skills of future physical education teachers” made it possible to reveal the potential of each future teacher of physical education. The comprehensive observance of the above-mentioned pedagogical conditions ensured the effectiveness of the pedagogical skills development of future physical education teachers in the process of training.

scholarly journals THE EXPERIENCE OF ORGANIZING AND CONDUCTING PHYSICAL CULTURE CLASSES IN CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
pp. 156-167
Author(s):  
R. Davtyan
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Emotional State ◽  
Physical Culture ◽  
Table Tennis ◽  
Special Educational Needs ◽  
Methodological Approaches ◽  
Academic Year

Since there is no special program for organizing physical education for schoolchildren with SEN, in 2018-2019 academic year, at the secondary school No. 5 after M. Martirosyan, in Ijevan, it was decided to organize and conduct specially designed classes and extracurricular physical activities for students with SEN. During the classes, the students performed GDE, they were given exercises for posture, concentration, balance and coordination. Extracurricular activities included basketball, volleyball, and table tennis. All 18 students fully participated in both physical education classes and extracurricular activities, which helped to improve their physical and emotional state. At the end of the academic year, the school held an event “Learning Together, Training Together”, the purpose of which was to show the physical progress of students with SEN and their ability to cooperate with classmates. The transition to inclusive education sets the task of developing content and new methodological approaches for teaching of "physical culture" taking into account the physical capabilities of students with special educational needs.

scholarly journals Pre-service physical education teachers’ attitudes toward inclusive physical education

2021 ◽  
Author(s):  
Michael Braksiek
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Convergent Validity ◽  
Attitude Scale ◽  
Physical Education Teachers ◽  
Degree Programs ◽  
Confirmatory Factor Analyses ◽  
Valid Instrument ◽  
Pete Programs ◽  
Teachers Attitudes

AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

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