Introduction. The requirements of the Federal State Educational Standards for the training of teachers and teachers-psychologists determine the list of competencies in the field of education of children with special educational needs, including the organisation of their joint activities with peers in an inclusive education institution. The implementation of inclusive principles is associated with the development of innovative ways for individualising the pedagogical process, creative nature of mastering learning strategies and socialising children with atypical development, which actualises the problem of transformation of pedagogical thinking stereotypes. In this regard, the professional training of students in the field of inclusive education requires searching for factors aimed at increasing personality subjectivity, development of abilities to demonstrate an active, transformative position, synthesis of know-ledge from various scientific fields, modeling of variative solutions to non-standard situations of inclusive process. An important component of a future teacher education is internship in inclusive schools, in the course of which direct interactions with children with different physical and intellectual capabilities actualise own resources of students and acquisition of required skills.The aim of the experimental work presented in this publication is to identify the development factors and characteristics of a student’s subjective position in the process of continuous internship in inclusive education institutions.Methodology and research methods. The present research is based on the methodological principles of the subjective and learner-centred approaches, as well as the provisions of the concept of transformability focused on the principle of permanent multiplication of success of each participant of the educational process. The questionnaire “Level of Personality Subjectivity” by M. A. Schukina and the questionnaire revealing a model of teacher-child interaction developed by V. G. Maralov, V. A. Sitarov were used as diagnostic tools. The method of qualitative analysis of students’ reflexive judgments was applied. The data was processed in the SPSS programme using mathematical statistics methods (Mann – Whitney U-test).Results and scientific novelty. A working definition of the subject position of the teacher is given. The teacher’s subject position consists not only in the complex of specific knowledge and competencies learned and applied in practice, but also, and above all, in a high level of self-organisation and self-determination of the individual in non-standard situations. For the first time in the Russian education system, the authors of the present research made an attempt to implement the idea of future teachers’ preparation for activities in an inclusive environment through the formation of the subject position. The factors, influencing the development of student’ subjective position, are determined; the peculiarities of its manifestations are analysed.Practical significance. The results of this experimental study could be of interest to teachers of higher education, teachers and heads of educational organisations, working in the conditions of inclusive education.
The study presents the results of the correlation between students’ predictive competence and their personal characteristics. The relevance and novelty of the research results are attributed to the specification of the problematic issue connected with predictive competence. The latter is determined through the students’ subjective characteristics which are associated with self-assessment of academic achievements in the examination situation. The developed predictive competence is one of the acmeological invariants of professionalism and a resource that increases stress resistance. The aim of the research is to study the correlation between personality traits of students of the youth age period and the adequacy of their self-assessment of the academic achievements in a stressful examination situation. The study hypothesizes that personal characteristics of students determine the adequacy level of their self-assessment of the academic results and reduce the level of examination stress. The sample of the study comprises 287 first- and second-year students of the youth age period, majoring in natural sciences and socio-economic educational areas and specialties of Udmurt State Agrarian University (Izhevsk) (their average age is 18.5; 45% are girls, 55% are boys). The methods (tools) of the research are as follows: in order to fix the components of self-assessment of academic achievements and the level of mental tension of young people in the examination situation, the authors used the Dembo – Rubinstein technique (in the original modification); to determine the features of predictive skills, the “Anticipatory Consistency Test” developed by V. D. Mendelevich (ACT) was used; to measure the manifestations of anxiety as a personal quality that affects the stress level during examinations, the “The Taylor Manifest Anxiety Scale” was applied (adapted by T. A. Nemchin, V. G. Noskaridze), to measure the level of the control locus the “Rotter’s Locus of Control Scale” (adapted by E. F. Bazhin, E. A. Golynkina, A. M. Etkind) was used. The study results. Positive correlation between the locus of control and personal anxiety and negative correlation between the predictive competence and situational tension are characteristic of students with an adequate self-assessment of academic achievements. Developed predictive competence reduces the exam stress. The conclusion. Adequate self-assessment of academic achievements in a stressful situation contributes to the management of one’s own activities and to a better manifestation of competencies while performing intellectual tests. The obtained results are used to improve the personality-oriented program for the development of adequate self-assessment of academic achievements which serves as a stress resistance resource of students of the youth age period.
The relevance of the theoretical study presented in the article is due to the need for scientific support for the training of teachers for activities in the context of inclusive education. The competency-based approach is the theoretical basis for the development of teacher’s professional activity model that meets the requirements of taking into account the specifics of educational needs of students from different groups. However, the positions of competency-based approach are interpreted ambiguously in pedagogy, and this complicates its theoretical and empirical application. The purpose of this article is to analyze the competency-based approach as a concrete scientific methodology for modeling the personal and professional characteristics of an inclusive education teacher. As leading methods we used: analysis, synthesis, generalization, modeling. The results obtained made it possible to identify both the possibilities and limitations of the competency-based approach in the study and justification of the personal and professional characteristics of pedagogical activity. Its use is advisable in conjunction with basic research of professional pedagogical activity, revealing its essential semantic, nuclear characteristics. It is indicated that as a conceptual basis for applying the competency-based approach to the practice of inclusive education it is proposed to consider N.V Kuzmina’s theory of personality professionalism and activity, which is heuristic to the contemporary research problems of transprofessionalism of a specialist.
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