Methods expertise for development and implementation of course “Social and Psychological Lecturer’s Adaptation in Professional Activity (for People with Disabilities)”

2021 ◽  
pp. 80-88
Author(s):  
Elena V. Sorokina
Keyword(s):  
Inclusive Education ◽  
People With Disabilities ◽  
Modern Society ◽  
Psychological Adaptation ◽  
Individual Characteristics ◽  
Theory And Practice ◽  
Professional Activity ◽  
Course Content ◽  
Professional Activities ◽  
Psychology Pedagogy

The course “Social and Psychological Lecturer’s Adaptation in Professional Activity (for People with Disabilities)” is relevant and expedient for university students. There is a constantly growing interest in the issues of people with disabilities and their professional activities, inclusive education in modern society. We consider the purpose, objectives of the discipline, competencies and indicators that should be formed as a result of mastering the course. The discipline allows students to deepen their knowledge on issues of social and psychological adaptation in the field of professional lecturer activity, to pay attention to the activities of specialists with disabilities, to gain skills for the upcoming professional activity. The special significance in the selection of the course content and the role of practical classes are emphasized. Among the forms of independent work, it is preferable to maintain a dictionary of terms, abstracts, preparation of reports, etc. In course development, it is necessary to rely on the goals and objectives of the discipline associated with today's needs. It is recommended to select the content of the material taking into account principles of science, the connection of theory and practice, age and individual characteristics of the students. Planning of classes on the course is possible with interdisciplinary connections with such sciences as sociology, psychology, pedagogy, special psychology and correctional pedagogy.

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.

scholarly journals Policies of pedagogical maintenance of students ready for a safe life in inclusive education

2020 ◽  
Vol 37 (64) ◽  
pp. 210-221
Author(s):  
Busygina Tatyana Alexandrovna ◽  
Aleksandr A. Korostelev ◽  
Elena I. Artemova ◽  
Larisa Aleksandrovna Kolyvanova ◽  
Tamara Mikhailovna Nosova ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Vocational Training ◽  
Educational Institution ◽  
People With Disabilities ◽  
Modern Society ◽  
Educational Environment ◽  
Middle Level ◽  
Safe Life ◽  
The Social ◽  
Full Life

The article aimed to review some pedagogical policies for the inclusion and a safe life of people with disabilities. Training the preparation of people with disabilities and disabilities for a safe life is more effective within the framework of an accessible and organized educational environment in the educational institution, which guarantees the solution of professional problems in the training of future middle-level specialists. For a safe stay in society. Under the provision of people with health problems for a safe life, we consider the complex subjective property of a person with a disability, which manifests itself when it understands the dangers that have arisen in the educational environment and in various areas of life and we provide a way to overcome them. It is concluded that without an accessible and well-organized educational environment, it is impossible to achieve the result of establishing harmonious relationships between people with disabilities and the social environment that determine their greater disposition for a safe entry into society and a full life in modern society. Particular attention is paid in the process of vocational training for people with disabilities to individualization.

scholarly journals Humanistic foundations of the teacher’s professional activity in modern sociocultural conditions

2020 ◽  
Vol 210 ◽  
pp. 18117
Author(s):  
Irina Khlyzova ◽  
Lyudmila Illarionova ◽  
Marina Ivanova
Keyword(s):  
Modern Society ◽  
Professional Activity ◽  
Practical Implementation ◽  
Educational Organization ◽  
University Teachers ◽  
Professional Activities ◽  
Leading Role ◽  
Pedagogical Analysis ◽  
Material Values ◽  
Junior Students

The study examines the problem associated with the fact that features of dehumanization are largely manifested in modern society and in education. There is a loss of spiritual and moral values, a rejection of a worldview based on justice, a lack of attention and respect for a person is increasingly manifested, and his life and morality are being devalued. The leading role in forming the moral image of the younger generation should belong to the general educational organization, teachers and educators. In accordance with this, the goal of the study was set: to identify the level of humanization of pedagogical activity in modern sociocultural conditions. To achieve this goal, the following tasks were set and solved: on the basis of a comparative historical and pedagogical analysis of scientific literature, trace the genesis of the concept of “humanism”; characterize the humanistic foundations of modern education; consider conceptual approaches to the humanization of education; determine the pedagogical conditions for the practical implementation of the humanistic paradigm in the professional activities of university teachers, school teachers and educators. Based on the results of a survey of junior students and their inclusion in project activities to study the heritage of humanist teachers of the XIX-XX centuries, conclusions are drawn that the values of their future professional activities can be formed in the course of studying pedagogy. When carrying out educational projects that have a humanistic orientation, future teachers develop a humanistic consciousness, reorient from material values to spiritual ones, and the personality of the future teacher is humanized.

scholarly journals Vocational guidance and assistance system for the employment of persons with disabilities and persons with disabilities within the framework of the international movement “Abilimpix”

2021 ◽  
Vol 24 (2) ◽  
pp. 5-9
Author(s):  
Tatyana N. Ananyeva ◽  
Galina I. Ilyukhina ◽  
Yulia V. Sazonova
Keyword(s):  
Social Life ◽  
People With Disabilities ◽  
Modern Society ◽  
Well Being ◽  
The State ◽  
Persons With Disabilities ◽  
Institutional Conditions ◽  
Professional Activities ◽  
Health And Well Being

Human health and well-being largely depend on a sufficient standard of living, educational opportunities and participation in social and social life, and successful professional activities. It should be recognized that in the surrounding society it is in these areas of life that people with disabilities and disabilities are especially disadvantaged, but not neglected by society and the state. Currently, in the Russian Federation, the State programme Accessible Environment is being implemented to support and assist persons with disabilities and disabilities, with the aim of creating legal, economic and institutional conditions conducive to the integration of persons with disabilities into society and improving their quality of life. The programme contains three subprogrammes that are effectively implemented in modern society, namely: (1) Ensuring the accessibility of priority facilities and services in priority areas of life of persons with disabilities and other mobile populations; (2) Improvement of the system of comprehensive rehabilitation and habilitation of persons with disabilities; (3) Improvement of the state system of medical and social expertise. The organizers of the Abilimpix social movement were able to demonstrate to people with disabilities their individual capabilities and prospects for accessibility to all types, forms and means of obtaining knowledge and professional skills, their effective application in practice.

scholarly journals Functional Nature of Life-long Learning in Raising Living Standard in Inclusive Society

2019 ◽  
Vol 62 ◽  
pp. 12002
Author(s):  
M.A. Isaikina ◽  
E.A. Maksimova ◽  
E.V. Martynova ◽  
N.V. Shelyakhina
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Modern Society ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Living Standard ◽  
Special Role ◽  
Education Development ◽  
Inclusive Approach

The structural-functional analysis of the socio-cultural peculiarities of implementing inclusive policy in educational process in Russia is carried out. The issues of the inclusive approach introduction in higher education are touched upon. The main indicators of the living standard in the country including the level and accessibility of education are listed, interrelation of the living standard and quality of education are emphasized. The history of development and the difficulties of implementing inclusive education in Russia are considered. In particular, the historical, organizational, content and socio-economic peculiarities of inclusive education development in Russia are conceptualized. The importance of the inclusion being one of the main principles of the modern society is underlined. The main reasons for the difficulties in implementing inclusive education in Russia are indicated. Some of them are the lack of the necessary theoretical and methodological research as well as material and technical support. One of the main objectives in the implementation of inclusive education is a special organization of educational process including social integration and psychological adaptation of students with disabilities. A special role is given to the teacher who should be able to organize the educational process effectively providing equal opportunities for all its participants. In conclusion, possible solutions of the problems connecting with implementing an inclusive approach in higher education in Russia are outlined taking into account the peculiarities of its development.

scholarly journals Contemporary problems of professional activity of anesthesiologists-resuscitators

2020 ◽  
Vol 22 (2) ◽  
pp. 149-152
Author(s):  
K. S. Klyukovkin ◽  
L. V. Kochorova ◽  
M. V. Okulov ◽  
S. A. Kozhin
Keyword(s):  
Legal Protection ◽  
Federal District ◽  
Psychological Adaptation ◽  
Medical Personnel ◽  
Medical Specialty ◽  
Professional Activity ◽  
North West ◽  
Professional Activities ◽  
The North ◽  
Medical University

The results of studying the opinions of anesthetists-resuscitators on topical issues of the implementation of their professional activities are presented. A total of 450 doctors were interviewed in St. Petersburg and 450 doctors in other regions of the North-West Federal District. It was found that 68,8% of anesthetists-resuscitators received specialized training in anesthesiology-resuscitation immediately after graduating from a medical university and work by vocation. At the same time, their professional activity is associated with increased workload (about a third of specialists work with workloads of up to80-90 hours a week), including psycho-emotional work (57,4% of respondents experience constant stress, 45,6% have chronic diseases, resulting from professional activities). The main directions of optimizing the conditions of their activity, doctors call both financial (raising wages, equipping with modern medical equipment), and organizational measures (optimizing the balance of work and rest, reducing the load). 61% of doctors working in St. Petersburg would not want to change jobs, in other regions only 27,6% of respondents would not want to change anything, and 15,5% plan to change their medical specialty. Among the positive aspects of their work, doctors unanimously noted the factors of emotional comfort: the ability to help people, a good work team, and a convenient work schedule. Doctors consider tension and fatigue, wage mismatch with the workload, and lack of legal protection as negative sides. Given the high degree of commitment of resuscitation anesthetists to their profession, adaptation to difficult conditions, the main efforts should be directed to measures to attract and retain medical personnel, optimize the required volumes and forms of advanced training, introduce a system of psychological adaptation of specialists to working conditions, development of legal support measures for doctors.

scholarly journals DIDACTIC FUNDAMENTALS OF MUSICAL TRAINING OF FUTURE CHOREOGRAPHY SPECIALISTS IN DOMESTIC HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 91-97
Author(s):  
Oleksandr Кovalenko
Keyword(s):  
Higher Education ◽  
Nervous System ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Musical Training ◽  
Individual Characteristics ◽  
Professional Activity ◽  
Individual Approach ◽  
Professional Activities ◽  
The Individual

The article considers the didactic conditions of musical training of choreographers in higher education institutions of our state. In this work the structural didactic features of musical competence of choreographers are defined, such as: feature of professional activity planning; ways and methods of performing professional activities; communication techniques; organizational skills of choreographers; features of dance and motor motility. The article also states that the author considers an individual approach to take into account the ways of adapting the properties of studentsʼ nervous system to the requirements of professional activity as an effective method of musical training of choreographers in domestic higher education institutions. The article also deals with an individual approach, which takes into account the individual differences of students, the development of techniques, tools and methods of forming professional and musical skills of choreographers, due to the typological properties of the nervous system. At the heart of the individual approach considered in the study there is the idea of understanding a developing student as a person with a unique set of individual qualities. This involves the recognition of different, but equivalent in effectiveness methods of educational and creative activities that meet the objective requirements of the professional activity of the teacher and the individual characteristics of the future specialist.Also, in this paper, it is noted that in pedagogical science didactics is connected with the methods of teaching courses. The method of teaching folk dance is somewhat different from other choreographic disciplines due to the specifics of national dance. All textbooks, programs and methodical materials on folk choreography are authorʼs versions and naturally cannot be accepted by all experts identically. Keywords: musical training, music theory, choreographer, professional training, didactics, didactic bases of training, professional skill, systematic approach to musical training.

scholarly journals A Systematic Approach as one of the Main Approaches in Shaping the Professional Competence of Future Social Educators

2021 ◽  
Vol 7 (3) ◽  
pp. 327-332
Author(s):  
G. Dzhumagulova ◽  
N. Abdygazieva
Keyword(s):  
Systematic Approach ◽  
Professional Competence ◽  
Theory And Practice ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
Problem Situations ◽  
Psychological Training ◽  
Main Components

This article is devoted to identifying the systematic nature of pedagogical phenomena and the degree of preparation for the professional activities of future social teachers. The purpose of this study is to analyze various approaches and reveal the main components in the formation of professional competence of future teachers: unity of theory and practice, transition of educational to educational and professional activity (quasi-professional activity), use of reproductive and active methods (problem lectures, discussions, analysis of pedagogical situations, design of content and forms of activity of students, psychological training), presence of motivational and value attitude (entertaining, motivational and problem situations), readiness to perform professional.

scholarly journals Interdisciplinary approach in research and teaching: advantages and problems of application

2019 ◽  
pp. 115-120 ◽  
Author(s):  
T V. Kreps
Keyword(s):  
Knowledge Integration ◽  
Interdisciplinary Approach ◽  
Theory And Practice ◽  
Academic Disciplines ◽  
Professional Activity ◽  
Professional Activities ◽  
Research And Teaching ◽  
Interdependent System ◽  
Effectiveness Of Training ◽  
Interdisciplinary Interaction

The article deals with the interdisciplinary approach as an interdependent system of knowledge integration, expressed in research and teaching.The interpretation of the term “interdisciplinary approach in research and training” by E.M. Mirsky is taken as a basis, he interdisciplinary interaction is considered as a relationship between the systems of disciplinary knowledge in the process of integration and differentiation of sciences and collective forms of work of scientists in different fields of knowledge in the study of the same object.The article is based on an interdisciplinary approach the scientific base and system of education as a complex of fundamental and taxonomic disciplines are considered. The interdisciplinary connections with the focus on the effectiveness of training are considered. It contains the consistency of educational programs, determined by didactic goals and content. Interdisciplinary connections with the competence approach allow transferring knowledge, skills and abilities from one sphere of science and professional activity to another. Interdisciplinary approach is aimed at linking academic disciplines.There are several formats of implementation of an interdisciplinary approach to teaching at universities in the specialty “Economics”, based on an interdisciplinary approach offers to form the competence in the study of economic disciplines.The contradictions in the assimilation of knowledge, ideas and researching methods between the Sciences are smoothed out, and there is a complex application of the theory and practice obtained on the basis of the study of disciplines in professional activities. Both significant advantages and problems arising from the use of an interdisciplinary approach are noted.

scholarly journals MOTIVATION OF PROFESSIONAL ACTIVITY PRESCHOOL AND PRIMARY EDUCATION TEACHERS

2021 ◽  
pp. 208-214
Author(s):  
Volodymyr Starosta  ◽  
Halyna Shykitka 
Keyword(s):  
Primary Education ◽  
Online Survey ◽  
Educational Institution ◽  
Teaching Experience ◽  
Modern Society ◽  
Educational Institutions ◽  
Professional Activity ◽  
Internal Motivation ◽  
Electronic Survey ◽  
Professional Activities

The relevance of the problem and task of modern society is to increase the motivation of teachers. Thus, the motivation of teachers' professional activity needs research. The purpose of the article is to study and compare the motivation of teachers' professional activity of preschool and primary education depending on the educational institution, its location, as well as the pedagogical experience of the respondents. Methods of the research: theoretical - in order to highlight the state of study and features of motivation of professional activity of teachers in preschool and primary education, formulation of conclusions of the study, etc. (comparison, generalization, etc.); empirical − to identify indicators of motivation (electronic survey, pedagogical observation); mathematical - to process the results using the computer program IBM SPSS Statistics 23. Results of the research: the attention of scientists (during 1970-2021, according to the Web of Science) is more focused on studying students' motivation than teachers' motivation. We conducted an online survey of 151 respondents (2019-2021). The Cronbach Alpha reliability coefficient is equal to 0,830 (for the entire questionnaire). Most teachers of preschool (about 63%) and primary (about 77%) education have optimal motivational complexes, namely: internal motivation or external positive motivation prevails, or their values are the same, but greater than external negative motivation. The internal motivation of teachers prevails among other motivational complexes in the studied variants of comparison, namely depending on: the type of educational institutions of the respondents (preschool and primary education); from the pedagogical experience of the respondents, the location of educational institutions. We confirmed the formation of such (mostly optimal) motivational complexes for professional activities of teachers of preschool and primary education using the c2-criterion; did not find statistically significant differences in the studied indicators of motivation depending on the teaching experience, location of the educational institution.

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