Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education

Iryna Demchenko,Iryna Maksymchuk,Valentyna Bilan,Borys Maksymchuk,Iryna Kalynovska

doi:10.18662/brain/12.3/227

Abstract

According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.

Highlights

International documents testify to the third world trend of inclusive education aimed at involving children, young people and adults with special needs to obtain lifelong learning without limiting any access to it (Adăscăliţei, 2020; Frumos, 2018; Stăncescu et al, 2020)
The objectives of the article are as follows: to generalize the concept of an inclusive learning environment; to determine the conditions of inclusive education accessibility in school and the requirements for an inclusive learning environment; to identify and study the current use of a neuropsychological approach in practical training of future physical education teachers; 4. to scientifically justify pedagogical conditions for training future physical education teachers to work with pupils in an inclusive learning environment; 5. to develop and validate a model of a pedagogical system for training future physical education teachers to work with pupils in an inclusive learning environment; 6. to identify levels of future teachers’ readiness for professional activities under the conditions of inclusive education
According to the summarized data of the final test, obtained in the process of identifying future physical education teachers’ readiness for professional activities under the conditions of inclusive education, it becomes evident that the EG students have managed to increase it to a high level

Summary

Introduction

International documents testify to the third world trend of inclusive education aimed at involving children, young people and adults with special needs to obtain lifelong learning without limiting any access to it (Adăscăliţei, 2020; Frumos, 2018; Stăncescu et al, 2020). The scientific value of the article lies in determining and justifying pedagogical conditions for training future physical education teachers to work with pupils in an inclusive learning environment (the inclusivepedagogical focus of professionally oriented courses; the focus of students’ practical activities on health promotion among pupils with special needs) and applying current achievements of neuropedagogy and neuropsychology. In the second half of the 19th century, many prominent researchers, educators, and physicians actively discussed the issues of “comprehensive and harmonious development of the younger generation”, and the positive impact of motor actions which “prevent the diseases of the soul and body They highlighted the need to know “30 rules of physical education” and BRAIN.

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Conclusion