Analysis of the Level of Future Pedagogists’ Readiness for Organization and Providing Inclusive Learning as an Innovation of Modern Professional Education (original) (raw)
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Аннотация. Целью настоящего исследования стало выявление особенностей мотивации педагогов, характеризующихся различным уровнем развития инклюзивных профессиональных компетенций. Значительная интенсификация инклюзивных процессов в российском образовании актуализировала потребность в поиске новых моделей и способов развития профессиональных компетенций педагогов как в процессе их профессиональной подготовки, так и в условиях непрерывного совершенствования их педагогического мастерства. Особую роль в развитии инклюзивных профессиональных компетенций педагога играет мотивационная сфера его личности. Система мотивов и целей, ценностей, опосредующих систему отношений личности, выполняет значимую функцию в профессиональном развитии и самореализации педагогов. Определение специфики мотиваций педагогов, характеризующихся высоким уровнем развития инклюзивных компетенций, может служить основой для создания личностных условий развития инклюзии в образовании. В исследовании приняли участие 517 педагогов, работающих в образовательных учреждениях Санкт-Петербурга. Для решения задач исследования были использованы тест инклюзивных профессиональных компетенций, методика диагностики инклюзивной готовности педагогов и опросник оценки уровня притязаний В. К. Гербачевского. Результаты исследования показали, что педагоги, характеризующиеся высоким уровнем развития инклюзивных профессиональных компетенций, обладают выраженной внутренней мотивацией, их отличает проявление интереса к результатам своей деятельности, готовность проявлять волевые усилия для их достижения. В то же время они придают меньшую по отношению к другим группам педагогов личностную значимость результатам деятельности, давая при этом более высокие оценки уровню их достижения, намечая более высокий уровень мобилизации усилий и проявляя более высокий уровень понимания собственных возможностей в достижении поставленных целей. Результаты факторного анализа характеризуют связь мотивационной сферы личности с параметрами инклюзивной готовности педагогов. Субъективной готовности педагога к реализации профессиональной деятельности в условиях инклюзии способствует внутренняя и познавательная мотивация, мотивация самоуважения, адекватное видение прогнозных и причинных оценок деятельности и своих возможностей в достижении результата. Деструктивными факторами в становлении субъективной готовности педагога к инклюзивному образованию являются мотивация смены деятельности и личностная значимость достижения результатов.
Practical training of future teachers as prevention of psychological barriers in inclusive education
Perspectives of Science & Education, 2024
Introduction. Currently, international organizations pay special attention to the development of inclusive education system, which, taking into account the special educational needs of everyone, provides quality education at the place of residence and full socialization of people with disabilities. Inclusiveness has become one of the main components of the modern educational system, but at the moment there is a problem of occurrence of psychological barriers in teachers, which is poorly studied and requires detailed research. The aim of the article is to consider the problem of preventing the emergence of psychological barriers in inclusive education in students of pedagogical directions through practical professional training, including the development of their communicative and organizational abilities. Materials and Methods. The study was conducted on the basis of the North-Eastern Federal University named after M.K. Ammosov (NEFU) among students studying in the following fields of training: "Special (defectology) education", "Pedagogical education", "Psychological and pedagogical education", in the number of 122 people, aged from 18 to 23 years. The following methods were used: analysis of sources, regulatory and educational-methodical documents of the North-Eastern Federal University on practical training of students, observation and surveys using the method of E.S. Slyusareva "Psychological barriers of teachers in the process of interaction in an inclusive educational environment" and the method "Assessment of communicative and organizational abilities" (V.V. Sinyavsky, V.A. Fedoroshin), statistical processing of the results by U-Manna-Whitney test. Results of the research. The system of practical training of higher education students for pedagogical activity in inclusive education of future teachers, including practice-oriented educational process, socially significant public activity is developed. A separate aspect of this training is the prevention of psychological barriers in inclusive education in future teachers. The application of the developed system of training contributed to the effective development of communicative and organizational abilities of students, and also demonstrated reliably significant reductions in the criteria "barrier of mental tension (anxiety, inability to initiate contact with a child with disabilities, etc.)" Uemp=178,5; p<0,001, and "difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education", Uemp=248; p<0,043, which indicates that the conducted preventive and developmental work contributed to a decrease in the expression of the presence of difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education. Conclusion. The results of the study indicate the need to rethink the organization and content of the practical component of higher pedagogical education in the aspect of preventing the emergence of psychological barriers in inclusive education in future teachers through the development of their communicative and organizational abilities in the system of practice-oriented learning.
2013
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научный журнал Торайгыров университета Педагогическая серия выходит 4 раза в год СВиДЕТЕлЬСТВО о постановке на переучет периодического печатного издания, информационного агентства и сетевого издания № KZ03VPY00029269 выдано Министерством информации и коммуникаций Республики Казахстан Тематическая направленность публикация материалов в области педагогики, психологии и методики преподавания Подписной индекс-76137 Бас редакторы-главный редактор Бегентаев М. М.
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