The new social situation has changed the paradigm of teacher training. The individual training is one of the key trends of Russian education. Many educational organizations worldwide have their own unique experience in the implementation of inclusive education. Currently, Russian education is undergoing a transition process to create a holistic system of inclusive education that develops cultural values, defines the methodology, principles and arrangements for implementing the ideas of inclusive education. Nowadays the most important role in inclusive education takes a teacher. The readiness of a teacher to provide career guidance and inclusive education, to promote employment and to build value is of a particular relevance. To make inclusion more effective and change a mindset, acceptance of inclusion ideas are required, first of all, by teachers themselves. Thus, the creation of an inclusive culture becomes an essential issue for teachers. The purpose of the study is to analyze the implementation strategy to develop an inclusive culture of teachers. The article considers the experience of Minin University. The conducted research allows us to conclude that it is necessary to develop an inclusive culture of teachers, which determines the efficiency of the inclusion process as a whole, and also gives an opportunity to maintain and convey the values of inclusion in the society. The results of the study can be used in comparative studies for the development of methodology for inclusive higher education, as well as by employees of universities who are responsible for the issues of inclusive education.
The modern educational environment is characterized by a number of global challenges and the emergence of a new paradigm of value orientations at the time of unlimited freedom of self-determination, multiculturalism, and multiple identity of the individual. All this escalate the problem of understanding the true, false and pseudo values. In the world of absolute uncertainty, instability, the importance of the character education competence of the teacher is increasing as the teacher is responsible for designing the students' educational environment. In today's reality the effective development of the character education competence of a teacher, which is not limited only to the period of studies at a teacher university, is of utmost importance. The authors consider the development track of the teacher's competence in character education throughout the entire professional life cycle in the regional socio-pedagogical cluster. Experimental research has confirmed the need to update the formation of character education competence both for the teaching staff of a teacher university, who are responsible for organizing the professional character education, and for the future teachers who will come to school tomorrow. The authors suggest that the character education competence of a teacher begins its formation long before entering the teaching profession and is determined by the axiological content of the quasi-professional communities in which an individual is involved.
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