scholarly journals EDUCATIONAL NEEDS OF THE PRIMARY EDUCATION TEACHERS IN INCLUSIVE EDUCATION OF THE PUPILS FROM SOCIALLY DISADVANTAGED BACKGROUNDS IN SLOVAKIA / PRADINIŲ KLASIŲ MOKYTOJŲ EDUKACINIAI POREIKIAI INKLIUZINIO UGDYMO KONTEKSTE SLOVAKIJOJE

2020 ◽  
Vol 2 (40) ◽  
pp. 163
Author(s):  
Ivana Rochovská ◽  
Veronika Kušnírová ◽  
Daniela Kolibová ◽  
Eva Dolinská ◽  
Mieczysław Dudek
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Research Method ◽  
Teaching Practice ◽  
Educational Needs ◽  
Successful Implementation ◽  
Primary Level ◽  
Main Research ◽  
Socially Disadvantaged ◽  
Educational Programmes

<p>The study presents the results of the research examining the educational needs of the teachers and their interest about the themes of courses and educational programmes in connection with actual needs arising from changes in the Slovak education system due to the gradual promotion of inclusion. The main research method was the questionnaire aimed at detection of primary level teachers’ needs for the professional development and trainings, the identification of primary education teachers’ needs for successful implementation of inclusion in the learning of the pupils from socially disadvantaged backgrounds. This study presents if there exist statistically significant differences in self-reflexive perception of the need to improve in topics related to the implementation of inclusive education and the characteristics of respondents (age, length of the teaching practice, willingness to grow personally and to educate).</p><p>Straipsnyje pateikiami tyrimo, tiriančio pedagogų švietimo poreikius ir jų susidomėjimą kursų bei švietimo programų temomis, rezultatai, atsižvelgiant į dabartinius poreikius, kylančius dėl pokyčių Slovakijos švietimo sistemoje dėl laipsniško inkliuzijos skatinimo. Pagrindinis tyrimo metodas buvo klausimynas, kurio tikslas buvo nustatyti pradinių klasių mokytojų profesinio tobulėjimo ir mokymų poreikius bei jų poreikius siekiant sėkmingai įdiegti inkliuzinį mokinių iš socialiai remtinų grupių ugdymą. Šis tyrimas parodo, ar egzistuoja statistiškai reikšmingi skirtumai, susiję su savirefleksiniu poreikio tobulintis inkliuzinio ugdymo įgyvendinimo srityje suvokimu ir respondentų charakteristikomis (amžius, pedagoginės patirties trukmė, noras asmeniškai tobulintis ir mokytis).</p><p> </p>

scholarly journals THE NEW TRAINING STRATEGY OF MANAGER FOR QUALITY SYSTEMS OF PRIMARY EDUCATION

2019 ◽  
Author(s):  
Hennadiy Bondarenko ◽  
Natalia Kipichenko
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Primary Education ◽  
Flipped Classroom ◽  
Internal Audit ◽  
Educational Process ◽  
Successful Implementation ◽  
Research Practice ◽  
Quality Systems ◽  
Design Work

The article describes the concept of "educational strategy", which the authors understand as a complex of qualitatively new goals, tasks, content, forms, methods, pedagogical technologies and innovative means of training a specialist, based on research, practice-oriented and competent approaches and contribute to the successful implementation of professional functions. "Manager for Quality Systems of Primary Education" is interpreted as a professionally trained specialist for a second (master) higher education level that is capable of: firstly, developing, systematically implementing, maintaining the functioning and improving the systems and mechanisms of internal audit of quality assurance of primary education that are responsible state requirements and documents of the institution of general secondary education; and secondly, to participate in the audit commissions during the external audit. The content of the educational-professional program of the specialty 01300.01 «Primary education» (educational qualification: master of primary education, professional qualification: quality system manager in primary education), which was developed by the working group of the Kyiv Borys Grinchenko University is characterized. The article proves that the general factors of the successful implementation of the program are: the educational process should be built on research, practice-oriented and competent approaches; to provide formation of universal (soft skills) and professional competences, managerial skills for effective activity in the conditions of real autonomy of educational institutions; development of the skills of creation and development of information infrastructure of primary school, organization of educational process in primary school in conditions of inclusive education. Implementation of OPP involves the use of modern forms, methods and means of training, including: lectures (problem, brainstorming, interactive, briefing), seminars, practical classes, trainings, master classes, independent work, consultations, electronic (distance) training, individual classes, group design work, etc., as well as innovative technologies (1 pupil – 1 computer, case-study, blended learning, flipped classroom, CLIL, distance learning, cooperative learning, mobile learning).

scholarly journals Survey of In-Service Teacher Education in Slovakia Focused on Inclusive Education and Work with Pupils with Special Educational Needs

2021 ◽  
Vol 11 (1) ◽  
pp. 59-74
Author(s):  
Zuzana Osvaldová ◽  
Veronika Vrabcová
Keyword(s):  
Czech Republic ◽  
Inclusive Education ◽  
Formal Education ◽  
Slovak Republic ◽  
Continuing Professional Development ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Czech Republic ◽  
Educational Programmes ◽  
The Right

Nowadays, teachers encounter many students in schools that show different deviations from the norm; therefore, they need to know how to choose the right approach for the students. Teachers should be equipped with the pedagogical knowledge and skills that would enable them to adopt the most suitable method for each pupil. The survey aims to map the current offer of continuing professional development programmes in Slovakia and the Czech Republic for the teachers of lower secondary schools focused on inclusive education and work with students with special educational needs. Through a study of the relevant available documents, we found out that in the Slovak Republic, there are 14 certified educational programmes for lower secondary school teachers dealing with this issue, of which 10 are innovative, 3 updating and 1 of specialization nature. All programmes are part of formal education. In the Czech Republic, we have identified six educational programmes that address this issue.

Development of Professional Competencies of Teachers in the Slovak Republic through Update Training

2017 ◽  
Vol 7 (1) ◽  
pp. 92-117
Author(s):  
Mária Pisoňová
Keyword(s):  
Empirical Study ◽  
Teaching Practice ◽  
Slovak Republic ◽  
Secondary Level ◽  
Educational Science ◽  
Continuous Training ◽  
Professional Literature ◽  
Primary Level ◽  
Educational Programmes ◽  
Standards And Regulations

Currently, in Slovakia, there appear many discussions about the benefits of individual kinds of continuous training for teacher’s work. The topic of the empirical study is, therefore, analysis of continuous training of primary and lower-secondary level teachers with the emphasis on update training. When creating the content, professional literature by authors who focus in their scientific activities on andragogy and pedeutology e.g. I. Pavlov, G. Porubská (Petrová), B. Kosová, J. Veteška, B. Lazarová, B. Kasáčová etc. was used. When preparing the study we also used Slovak legislative standards and regulations which define conditions and requirements for continuous training. For the purpose of comparison of certain terms, it was necessary to use also Czech source documents. In the article, we identified the motivational factors which incited primary and lower-secondary level teachers (further only on primary level) to participate in continuous training. The focus of the study was on the importance of update training for teaching practice. Based on this we were able to objectively evaluate the benefits of the presented type of training for the practice and therefore define barriers in the implementation of its content into educational programmes or the educational reality. The obtained data pointed out certain deficiencies of continuous training which are related mainly to the expectations of the respondents and with the overall mission of lifelong learning of the teachers. Based on the obtained data topics for discussion and practical suggestions were formulated with the aim to develop educational science.

INTERACTION OF PARENTS WITH A SPECIAL TEACHER IN INCLUSIVE EDUCATION

2020 ◽  
Vol 64 (3) ◽  
pp. 152-154
Author(s):  
А.S. Оspanova ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Educational Environment ◽  
Psychological Support ◽  
Scientific Article ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Joint Activities ◽  
Close Interaction ◽  
Teachers And Parents

This scientific article discusses the cooperation of special teachers and parents on ways to improve them and psychological support, on ways to improve joint activities. We are also talking about important steps of close interaction between parents and a special teacher in inclusive education. Accessibility and openness of the educational environment for children with special educational needs and their parents is a necessary factor for the successful implementation of educational and educational tasks facing special teachers.

scholarly journals INTERACTION OF PARENTS WITH A SPECIAL TEACHER IN INCLUSIVE EDUCATION

2020 ◽  
Vol 65 (4) ◽  
pp. 247-249
Author(s):  
А.S. Оspanova ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Educational Environment ◽  
Psychological Support ◽  
Scientific Article ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Joint Activities ◽  
Close Interaction ◽  
Teachers And Parents

This scientific article discusses the cooperation of special teachers and parents on ways to improve them and psychological support, on ways to improve joint activities. We are also talking about important steps of close interaction between parents and a special teacher in inclusive education. Accessibility and openness of the educational environment for children with special educational needs and their parents is a necessary factor for the successful implementation of educational and educational tasks facing special teachers

Teachers' Attitudinal Orientation Towards the Socially Disadvantaged Students and their Education

2017 ◽  
Vol 7 (2) ◽  
pp. 47-72
Author(s):  
Anna Petr Šafránková ◽  
Tereza Humenská
Keyword(s):  
Inclusive Education ◽  
Family Environment ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Research Survey ◽  
Socially Disadvantaged ◽  
Individual Variables ◽  
Questionnaire Method ◽  
The Relationship

In the context of education of socially disadvantaged pupils and the perspective of inclusive education, the teacher occupies a significant position. The presented study focuses on the issue of education of socially disadvantaged pupils, respectively its aim is to present results of the research survey focused on the attitudinal orientation of teachers in Pardubice, Liberec and Ústí nad Labem regions (n = 122) towards the socially disadvantaged pupils. Further, its goal is to find out whether there exists a relation between the teacher's attitudinal orientation and the region, his/her age, the length of the teaching experience, his/her experience with socially disadvantaged pupils education and their self-efficacy. In order to achieve research goals the Likert-type questionnaire method was used and as a research tool Teacher self-efficacy. The obtained data were subjected to factor analysis, in order to verify the relation between individual variables ANOVA was used, further Kruskal-Wallis test, Mann-Whitney test and Pearson correlation coefficient were used. It was found out that teachers evaluate the group of socially disadvantaged pupils rather negatively, on the other hand, they evaluate the possibility to reduce or overcome their disadvantage originating from the family environment they come from rather positively and also they perceive the relationship between the school and the socially disadvantaged pupils rather positively. The teachers' attitudinal orientation is not related to the previous experience with the education of socially disadvantaged pupils, the length of their teaching experience and region where the teachers work. On the contrary, the relation between teachers' attitudinal orientation and age and self-efficacy was proved.

scholarly journals The intercultural component in an EFL course-book package

2016 ◽  
Vol 4 (3) ◽  
pp. 178-203 ◽  
Author(s):  
Zuzana Sándorová
Keyword(s):  
Content Analysis ◽  
Research Method ◽  
Communicative Competence ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Intercultural Communicative Competence ◽  
Information Communication ◽  
Main Research ◽  
Sociocultural Background

Abstract Along with mastery of the grammar and vocabulary of a given language, contemporary students are also expected to acquire intercultural communicative competence (ICC), i.e., the ability to use the language efficiently with regard to the sociocultural background of the communicative situation. This requirement should also be reflected in FL course-books, which are considered to be fundamental didactic tools in FL education, even in an era of information communication technologies. Therefore, the aim of the present paper is to report the results of the research focused on the investigation of intercultural component in the New Opportunities Pre-Intermediate and Intermediate course-book packages. To validate the findings of the content analysis, as the main research method, the method of triangulation was used, i.e., the results of the course-book package analyses were compared with those of observation and interview analyses. The findings of the research revealed that in the investigated course-book packages only some aspects of the intercultural component could be considered relevant because they were suitably treated.

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