STUDY OF THE FORMATION OF FUTURE TEACHERS’ READINESS FOR INCLUSION
DOI: 10.23951/2307-6127-2021-5-33-40
The problem of the need to form the readiness of future teachers for inclusion in the process of professional training at a university is analyzed, as well as its structural components and their content. In the structure of this type of readiness, motivational, cognitive and operationalactivity components are revealed. It is stated that the problem of the readiness of future teachers for professional activity in conditions of inclusion is a problematic field in modern scientific discourse, since its systemic solution has not yet been found. The aim is to study the formation of the readiness of future teachers for the inclusion of schoolchildren in the process of professional training at a university. The article presents the results of an empirical study of the formation of the readiness of future teachers for the inclusion of schoolchildren. Recommendations are given on the formation of professional readiness of future teachers for the inclusion of schoolchildren in the process of studying at the university, consisting in enriching the content of training in the third and fourth years of the disciplines: «Teaching people with disabilities», «Psychological and pedagogical foundations of inclusive education»; the introduction of industrial (technological in the system of inclusive education) practice on the basis of educational and social organizations; operational monitoring of the formation of the readiness of future teachers for inclusive education of schoolchildren with disabilities.
Keywords: professional training, professional readiness, inclusive education, future teachers
References:
1. Ryapisova A. G. Inklyuzivnoye obrazovaniye kak sistemnaya innovatsiya [Inclusive education as a system innovation]. Vestnik Novosibirskogo gosudarstvennogo universiteta - Bulletin of the Novosibirsk State University, 2017, vol. 7, no. 1, pp. 7–20 (in Russian).
2. Khitryuk V. V. Formirovaniye inklyuzivnoy gotovnosti budushchikh pedagogov: rezul’tativnost’ didakticheskoy modeli [Formation of inclusive readiness of future teachers: The effectiveness of the didactic model]. Vestnik Baltiyskogo federal’nogo universiteta im. I. Kanta – Bulletin of the Baltic Federal University named after I. Kant, 2015 (in Russian). URL: https://journals.kan-tiana.ru/vestnik/3002/8414 (accessed 1 June 2021).
3. Fiofanova K. A. Edutainment – novaya obrazovatel’naya industriya razvitiya chelovecheskogo potentsiala [Edutainment is a new education industry for human development]. Tsennosti i smysly, 2020, no. 3 (67), pp. 154–163 (in Russian).
4. Rudneva I. A. Razvitiye sotsial’noy zrelosti lichnosti v period studenchestva [Development of social maturity of the individual during the student period]. Psikhologiya obrazovaniya v XX veke: teoriya i praktika: materialy Mezhdunarodnoy nauchno-prakticheskoy konferentsii. Volgograd, 14–16 oktyabrya, 2011 g. Pod redaktsiyey T. Yu. Andrushchenko, A. G. Kritskogo, O. P. Merkulovoy (k 80-letiyu VGSPU) [Psychology of education in the XXI century: theory and practice: Materials of the international scientific and practical conference, Volgograd, October 14–16, 2011. Eds. T. Yu. Andrushchenko, A. G. Kritskiy, O. P. Merkulova (to the 80th anniversary of VGSPU)]. Volgograd, Peremena Publ., 2011. Pp. 66–67 (in Russian).
5. Borodayeva L. G. Problema dukhovno-nravstvennogo vospitaniya studentov v sotsiokul’turnykh usloviyakh sovremennoy Rossii [The problem of spiritual and moral education of students in the socio-cultural conditions of modern Russia]. Grani poznaniya, 2012, no. 3, pp. 24–28 (in Russian).
6. Sergeyeva A. I. Inklyuzivno oriyentirovannaya podgotovka uchiteley-logopedov v vuze [Inclusively oriented training of teachers-speech therapists at the university]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2017, no. 2 (16), pp. 70–78 (in Russian).
7. Angelovskiy A. A. Formirovaniye konkurentosposobnosti studentov v protsesse professional’noy podgotovki v vuze [Formation of Competitiveness of Students in Vocational Training in High School]. Chelyabinsk, Obrazovaniye Publ., 2006. 187 p. (in Russian).
8. Dan’shina V. V. Formirovaniye lichnostnogo smy’sla pedagogicheskoy deyatel’nosti u studentov pedvuza v protsesse professional’noy podgotovki. Avtoref. dis. kand ped. nauk [Formation of the personal meaning of pedagogical activity among pedagogical university students in the process of professional training. Abstract of thesis cand. ped. sci.]. Saratov, 2009. 21 p. (in Russian).
9. Toisteva O. S. Sistemno-deyatel’nostnyy podkhod: sushchnostnaya kharakteristika i printsipy realisazii [Systemactivity approach: essential characteristics and principles of implementation]. Pedagogicheskoye obrazovaniye v Rossii – Pedagogical education in Russia, 2013, no. 2, рр. 198–202 (in Russian).
10. Tumasheva O. V., Kirillova N. A., Mikhalkina E. A. Gotovnost’ budushchikh uchiteley k realizatsii sistemnodeyatel’nostnogo podkhoda kak pedagogicheskiy fenomen [Readiness of future teachers to implement the systemactivity approach as a pedagogical phenomenon]. Obrazovaniye i nauka – Education and Science, 2019, no. 5, pp. 43–61 (in Russian).
11. Tumasheva O. V., Turova I. V. Modelirovaniye klastera metodicheskikh kompetentsiy studentov pedagogicheskogo vuza [Modeling of a cluster of methodological competencies of students of a pedagogical university]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, vol. 8 (173), pp. 24–29 (in Russian).
12. Zeyer E. F., Symanyuk E. E. Metodologicheskiye oriyentiry razvitiya transprofessionalizma pedagogov professional’nogo obrazovaniya [Methodological guidelines for the development of transprofessionalism of teachers of vocational education]. Obrazovaniye i nauka – Education and Science, 2017, vol. 19, no. 8, pp. 9–28 (in Russian).
( 452.66 kB ) 
( 440.09 kB )
Issue: 5, 2021
Series of issue: Issue 5
Rubric: INCLUSIVE EDUCATION
Pages: 33 — 40
Downloads: 561