The purpose is empirical research of the interdependence of variables and construction of the factor structure of the readiness of pedagogical workers for innovation. Research methods: theoretical analysis and generalization, valid test methods with standardized questionnaires, factor analysis. The structure of readiness of pedagogical workers for innovative pedagogical activity has been determined using ANOVA factor analysis with Varimax rotation. The most significant interdependencies of variables and researched relationships were established at the statistically significant level (p ≤ .01; p ≤ .05). The structure of readiness of pedagogical workers for innovations united five main factors. It has been found that the main is F2 “informational readiness”, which is positively correlated with F1 “motivational operational readiness”, F3 “sense readiness”, F4 “procedural readiness” and F5 “distat-resulting preparedness”. It is expedient to implement the acquired knowledge into the program of reforms and development of primary and secondary education. The research of a specific type of readiness for innovation with the development of an implementation algorithm requires further attention.
The article deals with the problem of professional training of specialists majoring in Pedagogics at Ivan Franko National University of Lviv, Ukraine, for working with children with special educational needs under conditions of inclusive education, which is useful not only for children with special educational needs, but also for their peers and parents, since such interaction contributes to the development of empathy, tolerance, an objective assessment of one’s own capabilities, the formation of a realistic mind-set. Describes the innovative experience of introducing students of the Faculty of Pedagogical Education to study the course «Fundamentals of Media Literacy», which will allow them to critically analyze media messages, consciously perceive and analyze information, separate reality from its virtual simulation, comprehend power relations, myths and types of control they cultivate. The reasons for such actions, as well as to understand the structural elements that affect the information, etc. The emphasis is placed on the need to improve the educational process at the university in order to train competent staff ready to work with children with SEN. A comparative analysis of course units is presented, according to the curricula in different majors: «Pre-school Education», «Primary education», «Social Pedagogy» and «Social Work». A series of practical media products, namely the use of YouTube video resource, is proposed to form tolerant attitude of students majoring in pedagogies towards children with special educational needs. A number of cartoons from the YouTube video resource have been selected, which can be used in various forms of work with parents and students to get acquainted with the peculiarities of this category of children and reduce distrust. There is a video selection of cartoons, links to sources for viewing by children and fathers in order to develop a tolerant attitude towards children with special educational needs and their problems. The work will promote inclusion in the educational environment, help free children with special educational needs from social isolation, form their healthy interaction with «normal» children, and develop a positive, patient, loyal attitude on the part of others.
<p>The article deals with investigation of professional skills of adolescents with autism spectrum disorders (ASD). 40 ukrainian adolescents of 13-17 years old were investigated by use of Psychological and Educational Profile for Youth and Adult (AAPEP). Besides 40 healthy peers were investigated by the same method and used as a reference group. According the results obtained 40% of ASD adolescents have satisfactory professional skills. Nevertheless, their emotional indices were substantially lower than correspondent indices for healthy peers and showed negative dynamics with age. Low indices of emotional development and functional communication skill of ASD adolescents restrict their future employment and demond psychological and social support. </p><p>Straipsnyje pristatomas paauglių, turinčių autizmo spektro sutrikimų (ASS), socialinių ir profesinių įgūdžių tyrimas. Buvo ištirta keturiasdešimt 13–17 metų amžiaus ukrainiečių paauglių, taikant jaunuolių ir suaugusiųjų psichologinio ir edukacinio profilio (angl. Psychological and Educational Profile for Youth and Adult, AAPEP) charakteristikos metodą. Be to, tuo pačiu metodu buvo ištirta 40 įprastos raidos jų bendraamžių, kurie traktuoti kaip kontrolinė grupė. Buvo nustatyta, kad 40 % ASS turinčių paauglių turėjo patenkinamus profesinius įgūdžius. Nepaisant to, jų emociniai rodikliai buvo kur kas žemesni lyginant su atitinkamais rodikliais, kuriuos demonstravo įprastos raidos jų bendraamžiai, taip pat buvo nustatyta neigiama dinamika amžiaus atžvilgiu. ASS turinčių paauglių žemi emocinės raidos ir funkcinės komunikacijos įgūdžių rodikliai apriboja jų ateities įsidarbinimo galimybes bei reikalauja psichologinės ir socialinės paramos.</p><p><br />Esminiai žodžiai: autizmo spektro sutrikimai, paaugliai, profesiniai įgūdžiai, socialinė kompetencija.</p><p> </p>
The analysis of the requirements which are made to a specialist in the professional code shows that, as a rule, they can be conditionally erected to two groups of standards: the first group is requirements to the quality, content and results of professional activity; the second group is the requirements for the personality of a professional. Among the requirements that belong to the requirements of the personality of a future teacher of physical culture, there is possession of his pedagogical skill. With a positive attitude towards people, towards themselves as a person, with a developed interest in communication and cooperation with people, the chances of developing this important personal characteristic increase significantly. The analysis of the curricula for physical education teachers’ training showed that value ideas about future profession of students begin to be formed only at the end of the second year. In order to find out the possibilities of developing pedagogical skills in the educational process, we clarified the content of normative and elective disciplines of the educational and professional program, which allow to form self-determination, self-identification of the personality at a future teacher of physical culture: understanding of yourself and others, adequate self-assessment and assessment of environmental reality, to make own attitude to professional pedagogical activity. After studying a discipline, students should be able to determine ways to form and implement pedagogical skills; self-evaluation of personality qualities, plan own self-improvement (keep a diary of professional formation); use individual features of mimics, pantomimics and other non-verbal means of communication to improve pedagogical technology, increase efficiency, educational process; to possess acting skills, to carry out the presentation and etc.
The article analyzes and characterizes the peculiarities of the organization of practice in the process of professional training of social work specialists in higher education institutions. It is determined that the process of professional training of any specialist is a reflection of changes and changes in society. High-quality professional training of social specialists also contributes to the establishment of the profession itself, and the competence of the specialist affects the effectiveness of social work. The essence of practice as the main component of professionalism, personal and professional growth of the future specialist in the social sphere is considered. Difficulties in organizing the internship are emphasized (lack of a social worker as a specialist or lack of appropriate professional education, unclear definition of his professional responsibilities, inconsistency of the general activities of the social institution and the content of the social worker's professional activities, unwillingness to hire students). Forms and methods of working with students at the stage of choosing the base of practice (meetings-presentations in the institution councils, independent work, volunteering) are offered. The basic principles of organization of practice are defined and characterized (feedback of theoretical training and practice, consistency, continuity, dynamism, field functionality, perspective, freedom of choice, cooperation). Further prospects of research of use of various organizational forms for formation of professional competence of experts of social sphere, in particular its practical component are offered.
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