scholarly journals Methodological approaches to primary school teachers preparation for the professional activity in the conditions of inclusive education

2020 ◽  
Vol 1 (73) ◽  
pp. 94-98
Author(s):  
T. V. Dzhaman
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Methodological Approaches

scholarly journals SPECIFICS OF PREPARING OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE PROFESSIONAL ACTIVITY IN CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
pp. 235-238
Author(s):  
Halyna Loik ◽  
Vira Vyhrushch ◽  
Nadiya Bryzhak
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Inclusive Education ◽  
New Technologies ◽  
Necessary Condition ◽  
Professional Activity ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Number Of Children

Education reform in Ukraine is a necessary condition for the training of highly qualified specialists. This also applies to inclusive education. Modernization and renewal of the educational system of Ukraine is provided through the introduction of new technologies. It is the latest technologies that contribute to the quality training of primary school teachers. A special place in such training is the training of teachers who are able to work in an inclusive environment. The problem of working with children with abnormalities in physiological and physical development is relevant. Its relevance is explained by the fact that in Ukraine an increasing number of children with various disabilities are born. There are many reasons for this, but teachers need to prepare children for life, for professional realization. Their preparation requires specific methods and tools of teaching and education. Therefore, the aim of the study is to identify effective ways of quality training of future teachers to work in an inclusive environment. The following methods were used to study the readiness of future teachers to work in an inclusive environment: theoretical − synthesis, analysis, generalization; empirical - observations, conversations, questionnaires, testing, interviews, surveys, pedagogical experiment (ascertaining and formative); methods of mathematical statistics (Fisher’s F-test). The results of the study are to determine the specifics of the preparation of primary school teachers to work in an inclusive environment to develop ways to improve such training. The further directions of research: improvement of educational programs, development of modern techniques of the personal plan, developing scenarios of various games.

scholarly journals Formation of Correctional Competence of Teachers on the Basis of Neuropedagogy

2021 ◽  
Vol 12 (3) ◽  
pp. 236-254
Author(s):  
Oksana Hnoievska ◽  
Inna Babii ◽  
Iryna Kalynovska ◽  
Anna Cherednyk ◽  
Alona Nikitenko ◽  
...  
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Optimal Combination ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Neural Connections ◽  
Cognitive Component ◽  
Pedagogical Competence ◽  
High Level

Since any psychological and pedagogical correction involves the modification or creation of neural connections for a new model of thinking and behavior, such activities of the teacher is impossible without taking into account the data of neuropsychology and neuropedagogy. The purpose of the study is to develop and theoretically substantiate the method of formation of correctional and pedagogical competence of primary school teachers in the process of professional retraining on the basis of a neuropedagogical approach. The study involved 142 respondents - primary school teachers (70 testing group and 72 experimental group). For effective formation of correctional and pedagogical competence of teachers on the basis of neuropedagogy in the process of professional retraining used technologies of contextual learning A. Verbytsky (2006), which allowed to form a holistic structure of professional activity of teachers by optimal combination of reproductive and active methods and reproduction of neurosocial context of pedagogical activity. The number of teachers with a high level of formation of the cognitive component increased by 53.7%, motivational - 52%, reflective - 50.7%, operational - 49.2%. The necessity of applying contextual teaching technology has been proved, which allows creating an integrated structure of professional activity of primary school teachers by using the optimal combination of reproductive and active teaching methods and reproducing the neurosocial context of professional activity using the content potential of pedagogical disciplines for positive motivation for the implementation of inclusive education.

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.

scholarly journals TEACHERS’ OPINIONS ON THE PROCESS OF (SELF) EDUCATION IN WORLD STUDY IN AN INCLUSIVE CLASSROOM

2014 ◽  
Vol 11 (3) ◽  
pp. 9-22
Author(s):  
Angelija Mačiukaitė ◽  
Irena Balčiūnaitė
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
Independent Study ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Aids

When students with special educational needs (SEN) started to be educated in inclusive classrooms of the mainstream school, some issues concerning the organisation of the process of (self) education in the subject World Study came to the fore. The present research aims at revealing the views of mainstream primary school teachers on the difficulties of preparation for the classes on World Study and the process of organisation of (self) education, when students with SEN are educated in the same classroom. 62 mainstream primary school teachers took part in the research. The survey was conducted on the basis of a special questionnaire. It was established that half of the research participants expressed the opinion that they experience difficulties in preparing for the World Study classes in inclusive classrooms. The difficulties are in adapting the content of education, in the choice of teaching aids and methods, in preparing tasks for independent study. The difficulties caused by the preparation for World Study in inclusive classrooms, in teachers’ opinion, are related more to the education of different ability students, provision of individual support, combining teaching methods, giving attention to the student and stimulation of motivation. It is more difficult to give attention to every student with the greater number of students with SEN. The process of education is also made more difficult due to the fact that students with SEN are seldom active and very rarely can work independently. Key words: primary school teachers, students with special educational needs (SEN), inclusive education, world study.

Teamwork between class teachers and support teachers as the basis of inclusion—A case study in Romanian primary school education

2019 ◽  
Vol 6 (1) ◽  
pp. 328-335
Author(s):  
Alina Turculet ◽  
Mihaela Voinea
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Social Representations ◽  
Educational Needs ◽  
School Education ◽  
Special Educational Needs ◽  
School Teachers ◽  
Continuous Training ◽  
Primary School Teachers

The purpose of this study is to identify how primary school teachers understand the importance of inclusive education and the benefits of the collaboration between the class teachers and the support teachers. In order to identify the social representations of primary school teachers regarding the cooperation with the support teachers, we have used a questionnaire-based inquiry. We have organised the data into a case study at the level of primary school education. The responses to the open questions offered by the investigated teachers allowed a dramaturgical approach to the roles and the responsibilities of the actors in special education. Our results enhance the benefits of integration of students with special educational needs in the conditions of a distributed responsibility between parents, class teachers and support teachers. Therefore, the qualitative analysis of the written responses of primary school teachers reveals the need of continuous training in aspects related to special educational needs. Keywords: Special educational needs, support teachers, primary school education.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals THE MODEL OF THE FUTURE TEACHER PREPARATION FOR EXTRACUIIICULAR WORK IN PRIMARY SCHOOL

2020 ◽  
Vol 1 (191) ◽  
pp. 249-253
Author(s):  
Victoria Bondar ◽  
Keyword(s):  
Primary School ◽  
Research Process ◽  
Future Teacher ◽  
Structural Components ◽  
School Teachers ◽  
Primary School Teachers ◽  
Concept Model ◽  
Methodological Approaches ◽  
Procedural Components ◽  
Goals And Objectives

The article presents a model of preparing a future teacher for extracurricular work in primary school. The views of modern scientists on the content and structure of the concept “model” are studied. The structural components of the author's model are described, which includes target guidelines (goals and objectives), conceptual principles (methodological approaches and principles), content and procedural components (pedagogical conditions, forms, methods, tools) of training, as well as the expected results of the research process. Conceptual-semantic, procedural-activity, reflexive-productive components are briefly characterized; methodological approaches and corresponding principles, components of readiness of future primary school teachers and types of preparation of students for extracurricular work are determined.

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