scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL READINESS OF PEDAGOGICAL UNIVERSITY STUDENTS TO WORK IN CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
pp. 35-40
Author(s):  
V. V. Yerokhin ◽  
Keyword(s):  
University Students ◽  
Inclusive Education ◽  
Educational Process ◽  
Future Teachers ◽  
Professional Interaction ◽  
Inclusive Practice

This article considers the psychological and pedagogical readiness of pedagogical university students for professional interaction with children with HIA. Special attention is paid to the levels of information, psychological and professional readiness of future teachers to work in conditions of inclusive education; the results of the conducted study on this topic are given. The need to develop and introduce into the educational process a set of practical classes on future professionals’ preparation for work in inclusive practice is discussed.

scholarly journals Psychological Readiness of Future Teachers to Implement an Inclusive Approach in Education: Formation and Assessment in the Learning Process

2021 ◽  
Vol 16 (4) ◽  
pp. 95-106
Author(s):  
Kalashnikova Svetlana A. ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Institution ◽  
Scientific Data ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Team Interaction ◽  
Inclusive Practice ◽  
Inclusive Approach

The relevance of the research is determined by a new social demand related to the implementation of inclusive education, the need to transform the content, forms and methods of professional training of future teachers in order to form their professional readiness to work in an inclusive educational space. The subject of a meaningful and structural analysis is the psychological readiness of future teachers to implement an inclusive approach in education within the framework of competence-based and axiological approaches. The study was conducted using theoretical methods-analysis, generalization, comparison, systematization. The main features of inclusive thinking as the basis of psychological readiness of future teachers for inclusive practice are selected: acceptance of inclusion as a normal way of functioning of an educational institution; understanding of an inclusive educational space as open to everyone; reorientation of the priorities of a teacher’s professional activity from achieving academic results to creating conditions for the formation of life competencies and successful socialization of children with disabilities; orientation to team interaction with all participants in the educational process, etc. The experience of forming the psychological component of inclusive readiness of future teachers is described in detail. It is argued that the technologies of contextual learning most meet the tasks of forming the psychological readiness of future teachers to implement inclusive practice. The scientific data on the methods of assessing the psychological readiness of teachers to implement inclusive practice are summarized. It is shown that the formation and qualified assessment of the psychological readiness of a future teacher to work in an inclusive education should be of a systematic and complex format. The presented materials can be taken into account when designing the content of professional educational programs in order to increase the effectiveness of the formation of future teachers’ psychological readiness to work in an inclusive practice. Keywords: professional readiness, inclusive readiness, psychological readiness of future teachers to implement an inclusive approach in education, inclusive thinking, formation and assessment of competencies

Psychological enlightenment of subjects of the inclusive educational process

2021 ◽  
pp. 87-93
Author(s):  
Alevtina Gennadievna Ryapisova ◽  
◽  
Svetlana Olegovna Yakushenko ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Professional Activity ◽  
Educational Organization ◽  
Thematic Content ◽  
Inclusive Practice ◽  
Research Activities ◽  
Different Ages ◽  
Psychological Knowledge

The article presents the main results of research activities devoted to the implementation of the labor function of a teacher-psychologist – psychological enlightenment in an inclusive practice. The key concept is defined: psychological enlightenment is understood as a type of professional activity of a teacher-psychologist, which provides for the dissemination of scientific psychological knowledge, contributes to the expansion of horizons and the development of the value attitude of individuals and groups of people to the phenomena in the educational space. The purpose of the study is to characterize the actual aspects of the content and adequate forms and methods of psychological enlightenment in the context of inclusive practice. Thematic content, various forms and methods of psychological enlightenment of subjects of inclusive education – teachers, parents and students of different ages-are proposed. As an author’s result, a project of the activity of a teacher-psychologist on the organization of psychological enlightenment on the basis of a calendar of events related to inclusive education was developed. On the basis of calendar and thematic planning, recommendations for organizing outreach activities in an educational organization that implements inclusive education are proposed.

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 Analysis of the Possibilities of the Initial Teachers Education Programs for The Development of Inclusive Competencies

2021 ◽  
pp. 251-272
Author(s):  
Lejla Muratović ◽  
Amer Ćaro
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Professional Training ◽  
Teacher Education Program ◽  
Analysis Procedure ◽  
Initial Teacher Education ◽  
Future Teachers ◽  
Education Programs ◽  
Inclusive Practice ◽  
The University

The implementation of inclusive education in practice results in greater complexity of the teacher's role, andpre-professional teacher's training imposes new approaches, values and expectations. The initial education is the first step in teachers’ professional training. Training of future teachers for competent performance in the field of inclusive practice should be one of the priorities in the development of curricula and programs of initial teacher's education. The aim of this research was to determine the possibilities of initial teacher's education for the acquisition and development of inclusive competencies. To obtain the necessary data, we used the documentation analysis procedure. We analyzed the initial teacher’s education programs at the University ˝Dzemal Bijedic˝ of Mostar, the University of Tuzla and the University of Zenica. The analysis of initial teacher’s education programs showed inconsistencies in the number and representation of subjects relevant to inclusive education at three universities in Bosnia and Herzegovina, lack of cross-curricular approach to inclusive education, and lack of integration of theoretical and practical participation in curricula intended for the development of inclusive competencies. The obtained results imply the direction of changes within the initial teacher education program that would lead to the more efficient acquisition of inclusive competencies of future teachers.

Methodological Support of Readiness Formation of Future Teachers for Inclusion

2019 ◽  
Vol 7 (3) ◽  
pp. 23-27
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
The Subject ◽  
The University

The results of higher education are determined by normative documents and are based on the theory of competence approach. They refl ect the readiness of the future teacher to professional activities in the terms of inclusive education. Analytical verifi cation of various scientifi c sources makes it possible to assert that the essence of the various components of the methodological support of the learning process is the subject of scientifi c disputes. But it is worth noting that currently the researchers have not brought a single interpretation of such a concept as “methodological support”, which forces for their own understanding of this designation to refer to it. Methodological support is mainly singled out not just as a pedagogical component, but also as an integral part of the whole educational process. It is characterized by the volume and content of the working programs of disciplines, provides organizational and pedagogical conditions necessary for the formation of the educational environment of the University readiness of future teachers for inclusion. Properly selected and implemented in full methodological support of any process makes it guaranteed to be effective.

scholarly journals A Descriptive Study on the Training and Attitude of Future Teachers towards Educational Inclusion

2020 ◽  
Vol 12 (19) ◽  
pp. 8028
Author(s):  
Jorge Rojo-Ramos ◽  
Carlos Ferrera-Granados ◽  
Manuel Fernández-Guerrero ◽  
Fernando Manzano-Redondo ◽  
Miguel Ángel Garcia-Gordillo ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Descriptive Study ◽  
Educational Process ◽  
Teaching Staff ◽  
Learning Needs ◽  
Future Teachers ◽  
Childhood Education ◽  
Educational Environments ◽  
Object Of Study ◽  
Educational Inclusion

The Spanish educational system has heterogeneous and diverse students that have increasing learning needs. All this has forced it to reinvent itself, designing and applying a model of inclusive education that serves to offer a higher quality educational response to these students. One of the main pillars for achieving this challenge is the teaching staff. The aim of this study is to evaluate the training and attitudes of future teachers to work in inclusive educational environments. The present research had a sample of 245 future teachers in the degrees of Early Childhood Education and Primary Education, who answered the Teacher Training Evaluation Questionnaire for Inclusion (CEFI-R), specific to the object of study. As the main conclusions, we obtained that the perception of future teachers towards the concept of inclusion is positive and that the training they receive is adequate, although there is room for improvement. However, there is a need to adjust the curriculum, increase the period of practice and better coordinate the actions of the members involved in the educational process.

scholarly journals Training Future Teachers to Organize the Educational Process in the Conditions of Inclusive Education

2021 ◽  
Vol 13 (1) ◽  
pp. 114-132
Author(s):  
Tetiana Sobchenko ◽  
Olha Bashkir ◽  
Violetta Panchenko ◽  
Natalia Smolianiuk ◽  
Olha Osova ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Positive Attitude ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Self Evaluation ◽  
Experimental Implementation ◽  
Positive Results ◽  
Development Of Students ◽  
Pedagogical Academy

The purpose of the article is to develop the methodology of training future teachers to organize educational process in inclusive educational environment and implement it in the educational process in pedagogical university. The pedagogical experiment involved 157 students of H. S. SkovorodaKharkiv National Pedagogical University (EG 152 students) and of Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of the Kharkiv Regional Council (CG 54 students). All the participants gave the informed consent on taking part in the pedagogical experiment. The motivational criterion was evaluated applying questionnaires and testing; the content criterion – ‘Diagnosis of future teachers’ readiness to organize educational process in inclusive environment’; procedural and behavioural –task method, business games; reflexive criterion –self-evaluation methods, oral and written surveys. The criteria (motivational, content, procedural and behavioural, reflexive) and the levels of their formation (high, medium, low) were developed to evaluate the future teachers’ formed readiness to organize educational process in conditions of inclusive education. Experimental implementation of the developed methodology testified positive results in the level of formation of future educators’ readiness. The designed methodology promoted development of students’ inclusive education competencies, facilitated modification of the curriculum, adoption of specific strategies that meet the needs of every student, and encouraged students’ positive attitude towards inclusion as an educational phenomenon.

scholarly journals Particular Issues Associated with Preparation of Future Teachers of Physical Education (PE) for Work in Inclusive Education Environment

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 65-73
Author(s):  
Olena Sokolenko ◽  
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Physical Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Theoretical Foundation ◽  
Educational Process ◽  
Future Teachers ◽  
Training Course ◽  
Education Environment

The article investigates the problem of incorporation of inclusive competencies into vocational preparation of future teachers of PE for work in inclusive education environment. The purpose of the article is a theoretical foundation of inclusive competencies implementation into vocational preparation of future teachers of PE for work in inclusive education environment. Appropriate staffing is of particular importance for inclusive education environment. There is no doubt that inclusive education environment is fostered by teachers, including by the teachers of PE. On our opinion, today not enough attention is paid to the staff preparation capable to work in inclusive education environment. In order to implement inclusive education in secondary education institutions, at first it is required to make changes in the organization of educational process at the level of higher education with an aim to develop inclusive competency of future teachers of PE. We have included inclusive competency into the system of professional competencies components that future teachers of PE must master during their training course and that of importance for work with children with special needs.

scholarly journals Practice-Oriented Approach in the System of Professional Training of Future Teachers to Social-Pedagogical Activity

2021 ◽  
Vol 8 (1) ◽  
pp. 24-34
Author(s):  
Olena Budnyk
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
Professional Training ◽  
Training System ◽  
Educational Process ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Individual Counseling

The article highlights theoretical aspects of the socio-pedagogical direction of pedagogical practice of future primary school teachers.The tasks of pedagogical practice as a mandatory component of professional training of future specialists are outlined. The necessity of involvement employers in cooperation with higher education institutions to ensure a high level of continuous practical training, creating conditions for professional development and self-realization of future teachers are substantiated. Great emphasis is placed on the need for creative use of theoretical knowledge and practical skills working with students, modern teaching technologies, students’ educational and social development, as well as systematic professional self-improvement and self-development. It was proved that in the process of teacher training system pedagogical practice performs a number of important functions: educational, developmental, diagnostic and corrective, communicative, organizational (management), prognostic, preventive, etc. The approximate content of this student practice in general educational institutions is given taking into account such directions, as: work with deviant and gifted pupils, inclusive education, sociocultural animation, etc. The results of an empirical study on the readiness of graduates of pedagogical specialties for the practical use of social and educational technologies in school are presented. The difficulties most often faced by respondents in working with students were identified, including: work with different categories of parents, individual counseling of students, resolution of pedagogical conflicts, implementation of diagnostic activities and socio-pedagogical communication, etc. The author proved that combination of theoretical and practical teacher training, integration of teaching with research and experimental work would contribute to the practical orientation of the educational process at the university, active search and implementation of non-traditional forms and methods of teaching, in particular in socio-pedagogical aspects. The article partially uses the materials of the author's dissertation “Theoretical and methodological principles of professional training of future primary school teachers for socio-pedagogical activities” (2015) for the degree of Doctor of Pedagogical Sciences.

scholarly journals THE ORGANIZATION AND THE ANALYSIS OF THE RESEARCH RESULTS OF PREPARATION OF FUTURE LECTURERS OF PEDAGOGICAL DISCIPLINES TO PROFESSIONAL INTERACTION BY MEANS OF INTERACTIVE LEARNING TECHNOLOGIES

2019 ◽  
Vol 93 (6) ◽  
pp. 254-262
Author(s):  
М.О. Tomashevska
Keyword(s):  
Experimental Research ◽  
Research Problem ◽  
Learning Technologies ◽  
Educational Process ◽  
Diagnostic Tools ◽  
Quantitative Composition ◽  
Future Teachers ◽  
Professional Interaction ◽  
Formative Stage ◽  
Theoretical Stage

The article has shown the results of experimental research of formation of readiness of future teachers of pedagogical disciplines to professional interaction by means of interactive technologies. Also it has Illuminated the logic of experimental research during 2016-2019 years in four stages: theoretical, summative, formative, productive and analytical. At the theoretical stage we have established the relevance of the research problem, defined the purpose, object, subject, research tasks. At the summative stage, the author has developed diagnostic tools to determine the levels of readiness of future teachers of pedagogical disciplines to professional interaction. The main purpose of the formative stage was the implementation of certain pedagogical conditions, such as: the motivation of future teachers of pedagogical disciplines to the interactive communication in the educational process; creation of professional and interactive environment based on the implementation of the special course "Professional interaction in the educational process of higher educational establishments"; the organization of students' reflexive activity for self-examination of readiness to professional interaction. The author has specified the features of the formation of the control and experimental groups, the observance of which guaranteed equal conditions of admission of future teachers of pedagogical disciplines in the experiment. Such factors are identified: digital indicators of levels of development of all components and overall readiness of future teachers of pedagogical disciplines in professional interactions, and almost the same quantitative composition in both categories. At the analytical stage we have announced that to prove the validity of the obtained results and the reliability of the experimental research we have used statistical methods of processing the factual material and digital pedagogical experiment using the Fisher criterion.

Sign in / Sign up

Export Citation Format

Share Document