Developing Psychopedagogical and Methodical Competences in Special / Inclusive Education Teachers

Abstract

In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher's theoretical knowledge), psycho-pedagogical (they concern the teacher's ability to know their students and to establish interhuman relationships with them) and methodical (concerns the teacher's ability to teach effectively the elements of the didactic content). Due to the particularities of special / inclusive education, teachers involved in this form of education should possess mainly psycho-pedagogical and methodical competences so that they can meet successfully the educational needs of students with disabilities. The aim of the research was to identify the psycho-pedagogical and methodical competences of special / inclusive education teachers, as well as ways to improve them using continued professional training activities. The sample consisted of 225 teachers, who work in various forms of special education in Bihor County, Romania. The instrument consisted of a questionnaire with 21 items. The research was conducted in April 2017. The results of the research showed that special education teachers are more empathetic and use a more diversified range of didactic strategies, while inclusive education teachers are concerned with continued professional training in the field of special education. Keywords: didactic competences, people with disabilities, special / inclusive education

Training of pedagogical staff for conducting activities in the conditions of inclusive education

“…3) constant support and provision of necessary resources for teachers (SCHUELKA, 2018), undergoing special training courses (ZAGONA et al, 2017;REYNAGA-PEÑA et al, 2018) and trainings (CARBALLO et al, 2021), mastering the relevant literature by the teachers, which reveals the problems of teaching students with disabilities (OZEL et al, 2018;CRETU et al, 2020), 4) overcoming the problems of unwillingness to manage inclusive classrooms, low level of professionalism, unavailability of numerous resources needed to teach students with disabilities (FORLIN et al, 2017); 5) development of psychological, pedagogical and methodological competencies (BLÂNDUL et al, 2017), increasing the level of readiness and competence to teach students with disabilities (PIT- TEN CATE et al, 2018), development of inclusive competence through participation in trainings (workshops), training courses and 6) acquiring such traits as justice, empathy, patience, equality, respect, tolerance, confidence, commitment and respect and developing an individual approach towards learning for each student with disabilities (ONYESOM et al, 2021); 7) close cooperation between teachers who will participate in such training and occupational therapists (SUC et al, 2017) and collaboration with teachers already working in the field of inclusive education (HEDEGAARD-SOERENSEN et al, 2018); 8) the principle of stimulating the socialization of students with disabilities; by the way, this process should be stimulated primarily by teachers (GONZALEZ et al, 2021); 9) application of information and communication technologies (PALOMINO, 2017).…”

A structural model for building a system for the development of methodological competence and methods for evaluating its effectiveness

“…The paper [7] identified specific skills and competencies that form the methodological competence of university teachers, such as the ability to effectively apply active teaching methods, develop and adapt teaching materials, use innovative technologies in the educational process and effectively evaluate students' academic achievements.…”

Компетентност Будућих Учитеља За Извођење Методичких Поступака У Процесима Активног Учења У Настави

“…Стога учитељи треба стално да брину о сопственом стручном усавршавању. Стални развој стручних, психолошко-педагошких и методичких компетенција, заједно са континуираним процесом рефлексије, побољшаће квалитет сопственог дидактичког рада, као и квалитет поучавања младих генерација (Blândul & Bradea, 2017). Препаративни поступци подразумијевају и праћење измјена наставних програма у реализацији наставе.…”