The evidence from practice shows that currently teachers are not competent enough in the field of inclusive education. Consequently, in the context of inclusive education, there is a growing need to train teachers who will teach students with disabilities. The purpose of the academic paper is to study the features of teachers’ training for conducting activities in the conditions of inclusive education on the example of the experience of the European Union’s member states. Methods: theoretical analysis, abstraction, description, observation, graphical representation, systems analysis, comparison, experiment, measurement, modeling and generalization. It has been determined that Luxembourg, Denmark, Sweden, the Netherlands and Austria have occupied leading positions in the Inclusive Development Index in 2018, according to which the level of inclusive development of these countries is very high. It is proposed to conduct a study of the features of teachers’ training for conducting activities in the conditions of inclusive education, based on the experience of Luxembourg, Denmark, Sweden, the Netherlands and Austria.
Annotation. Today, the shortage of health workers is noted not only in Ukraine but also in European countries. Hospitals need highly skilled and competent staff who are quick to navigate the clinical situation, prescribe an adequate amount of additional methods of examination and effective treatment, starting from the outpatient stage. Therefore, there is a need for qualitative and thorough knowledge that future health professionals will receive during their professional training, from the first courses of medical schools. The research has a theoretical character, presented in the methods of analysis, comparison, systematization of the obtained data. In July 2019, medical school students passed the International Medical Examinations (IFOM) exam, which was part of the Unified State Qualification Exam. The questions from the course "Microbiology, Virology and Immunology" in many cases concerned pathogens that cause natural-focal disease that are not peculiar to our country, on the other hand, the argumentation of the correct answers was insufficient. In the 2019 IFOM Tests, there was a wealth of clinical data that played a decisive role in choosing the right answer for third-year medical school students who did not have sufficient clinical practice due to the specificities of the subject's curriculum to interpreting the condition of the problem, combining theoretical and clinical features is sometimes impossible or difficult. Therefore, the analysis of the test assignments presented during the IFOM exam revealed not only defects in their formulation, but also prompted the faculty, as well as our department, to improve and supplement the information provided to students to prepare for practical lessons the in MOODL and further provide an opportunity for students to more thoroughly prepare for the test exam.
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