Training of future teachers for work with children under the conditions of preschool inclusive education

Larysa V Zdanevych,Tetianа M Tsehelnyk,Volodymyr M Chaika,Oksana T Pysarchuk,Natalia O Ratushniak

doi:10.20952/revtee.v13i32.14943

Abstract

The objective of this study is to identify areas of training of teachers, as well as a set of skills needed to work in inclusive institutions, taking into account the criteria of readiness of teachers. The study involved generalization, abstraction, grouping, and survey methods. Grouping the components of readiness of future teachers for preschool inclusive education allowed to identify several basic components: motivational, cognitive, value-content and operational-activity. Also was identified conceptual criteria for the readiness of future teachers, to assess the importance of each of them through a survey. The results of the study have several limitations, in particular insufficiently covered practical component of training of preschool teachers, as well as the limited number of research methods used in this article.

Highlights

The modern globalized information society makes new demands on all areas of human humanitarian activity, including on education
For the practical implementation of inclusive education, it is necessary to solve a number of problems related to the material base, and to different opinions of members of society, and above all the unwillingness of teachers to carry out their professional activities in the new environment
Given that a child with disabilities has the right to freely choose an educational institution, every teacher must have a certain set of competencies needed to work in an inclusive educational environment

Summary

Introduction

The modern globalized information society makes new demands on all areas of human humanitarian activity, including on education. There were ongoing discussions about segregated, integrated and inclusive education for several decades; and since the early 1970’s there has been a consistent restructuring of vocational education based on an inclusive paradigm and competence approach (Kirillova & Faizrakhmanova, 2016). In this complex process, a special place belongs to the problem of reviewing the training of teachers of preschool educational organizations in an inclusive educational environment, as the development of inclusion and inclusive education is one of the urgent problems of our time. The effectiveness of implementing an inclusive approach in the educational system depends primarily on the training of qualified teachers who are aware of the social significance of their profession, have high motivation to perform professional activities, know the age and psychological characteristics of pupils with various pathologies, are able to implement constructive pedagogical interaction between all subjects of the educational environment (Florian L., Beaton M., 2018; Palla L., 2017; Sayyed Ali Samadi, McConkey R., 2018)

Objectives

Methods

Results

Discussion

Conclusion