Professional сompetence of teachers who implement inclusive practice in the system of preschool education as a condition for the socialization of children with health impact assessment

Emelyanova, Irina D.; Markova, Svetlana; Podolskaya, Olesya A.

doi:10.32744/pse.2019.4.28

Cited by 2 publications

(2 citation statements)

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“…Между тем, все эти модели инклюзивной компетентности педагога, как и другие, построенные в логике адаптации общих представлений о профессиональной компетентности педагога к специфике инклюзивного образовательного процесса (Emelyanova, Markova, & Podolskaya, 2019;Shkutina, Rymhanova, Mirza, & Karmanova, 2017;Tikhonov, 2017), отличает выраженный дескриптивный характер, а реализованные форматы переноса данных моделей в сферу подготовки и повышения квалификации учителей отнюдь не обеспечивают их верификацию.…”

Section: Introductionunclassified

A competence model for training programs in inclusive education

Kantor¹,

Zarin²,

Kruglova³

et al. 2021

E&SD

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The implementation of inclusion poses fundamentally new requirements for the professional competencies of teachers, which in turn determines the need for an empirically based competence model of a teacher of an inclusive educational organization. A complex of university programs for teacher training specifying the inclusive competencies could be used as an appropriate empirical base of the study. However, this research logic has not yet been implemented and the study was devised to fill this gap. Its purpose was to build a structural and meaningful model of an inclusive teacher based on an analysis of inclusive competencies presented in the teachers’ educational programs of universities. Content analysis was used to study the texts of 59 basic educational programs. Frequency and factor analysis of the matrix of representation of competency indicators in educational programs was also carried out. It was found that the semantic core of the inclusive competencies of the teacher reflects the need to take into account the special psychological and pedagogical status of children in terms of their personal position in learning, the originality of their development, health status and their specific educational needs. The integral inclusive competences of the teacher are the readiness to: organize an inclusive educational process as a whole; organize an individually oriented educational route; individual / collaborative support; and organize psychological and pedagogical support; substantive / instrumental knowledge related to working with students with disabilities. The competence profiles of teachers, set by university educational programs, are not fully consistent with both the existing theoretical models of the inclusive teacher competencies and the conditions for the implementation of inclusive practice. The research results include ideas about five-component structure of teacher’s inclusive competence. The practical significance is in the identification of the essence of the contradictions in the content of the university training of teachers for work in inclusive education, the elimination of which will contribute to improving the quality staffing of the inclusive education system.

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Section: Introductionunclassified

A competence model for training programs in inclusive education

Kantor¹,

Zarin²,

Kruglova³

et al. 2021

E&SD

View full text Add to dashboard Cite

show abstract

“…The above-mentioned aspects of future teachers' training refer to the concept of "inclusive competence". The stages and features of inclusive competence formation of future teachers are considered in [44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63].…”

Section: Introductionmentioning

confidence: 99%

ICT as a tool to form the readiness of future teachers to work with left-handed education applicants

et al. 2021

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The article points out that currently in Ukraine the increasing attention is directed to the definition of ICT, providing the maximum consideration of individual peculiarities of education applicants. The approaches to the definition of left-handed education applicant (left hand is the leading one) and the notion of ambidextrous (the ability of a person to use both hands equally) are identified. In order to determine the readiness of future teachers to work with left-handed education applicants, a survey of second- and third-year students at Oleksandr Dovzhenko Hlukhiv National Pedagogical University was conducted. It was determined that the vast majority (over 80%) among them have limited understanding of the peculiarities of teaching left-handed people. It is proved that there is an urgent need for specialists with appropriate theoretical and practical training, who are capable of effectively teaching left-handed pupils in accordance with their individual-psychological features. The level of empathy found in future educators indicates a positive psychological state of the vast majority of students, which will enable them to form inclusive competence more effectively. It is determined that the "mirror reflection method" is scientifically and methodologically justified to work with left-handed education applicants. In order to prepare future educators to work with left-handed education applicants, online software for mirroring photo and video materials has been identified.

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Professional сompetence of teachers who implement inclusive practice in the system of preschool education as a condition for the socialization of children with health impact assessment

Cited by 2 publications

References 0 publications

A competence model for training programs in inclusive education

A competence model for training programs in inclusive education

ICT as a tool to form the readiness of future teachers to work with left-handed education applicants

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