scholarly journals THE FEATURES OF THE PROSPECTIVE PRIMARY SCHOOL TEACHERS TRAINING FOR PROFESSIONAL ACTIVITY IN INCLUSIVE EDUCATION

2019 ◽  
Vol 8 (72) ◽  
Author(s):  
Anna Sobchuk ◽  
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Training

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 Professional Samples in the Training Process of Primary School Teachers for Working with Inclusion

2018 ◽  
Vol 10 (1) ◽  
pp. 116-126
Author(s):  
Z.Y. Bruk ◽  
I.V. Patrusheva ◽  
L.V. Fedina
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Personal Responsibility ◽  
Educational Process ◽  
Training Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Reflection ◽  
Special Children ◽  
Teachers Training

The article presents the results of professional sample as one of the conditions of practice-oriented learning. The samples were carried out during the approbation of the project which is aimed at the improving of future teacher's training through strengthening of the practical orientation in the context of inclusive education. The authors describe the content and mechanism of a professional sample in the real teaching and educational process by the implementation of the module "Theoretical and methodological foundations of inclusive education". The authors came to the conclusion that the use of professional samples in the system of future teachers training can significantly increase the indicators of methodical readiness of students. Nevertheless, the competences of diagnosing the teaching and educational process, the ability to conduct observations are not sufficiently formed. The use of the professional samples method in the educational process helps to connect theory and the practical activity of the teacher in the context of inclusive education, to develop the competence of making informed and effective decisions, to form the experience of interaction with special children, and to develop personal responsibility and the ability to self-reflection.

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.

scholarly journals Formation of special competences of future primary school teachers in the conditions of modernization

2020 ◽  
pp. 134-144
Author(s):  
Gulsum Sagyndykovna Ayapbergenova ◽  
Zara Kasymovna Kulsharipova ◽  
Botagoz Gabdullovna Sarsenbayeva ◽  
Kamila Mergenovna Bespayeva ◽  
Meiramgul Zhandarbekovna Khamitova
Keyword(s):  
General Education ◽  
Primary School ◽  
Education System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Foreign Countries ◽  
The Republic ◽  
Teachers Training ◽  
New System

The article reveals innovative experience in the study of projective technologies in the training of primary school teachers in the general education system. In the practical part of the study, relevance of training primary school teachers to the use of wide opportunities in teaching children on the basis of new system values that orient themselves to a self-developing pupil who is able to flexibly use changing component life activities at a new level is substantiated. It also actualizes the need to study and use the experience of foreign countries, taking into account the specifics of domestic realities, and to make a comparative analysis of the theory, methodology and organization of future primary school teachers training in the context of modernization of the education system in the Republic of Kazakhstan. The primary education system is recognized as one of the most important priorities of the long-term Strategy «Kazakhstan – 2050».

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