Training Of Teachers For Work Research Articles

Педагог инклюзивной образовательной организации: компетентностная модель в контексте вузовских программ профессиональной подготовки

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.

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

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.

Multicultural Training of the Teacher for Work with Children of Muslim Migrants

Abstract Activization of migratory processes led to increase in number of Muslim migrant children in educational institutions. Migrant children have a language barrier in communication with peers, difficulties with adaptation to new culture, new traditions, customs, value orientations, new relations in group. And a result is negative experience of training and high trait anxiety. Concerning children's age migrants studying is actual sociocultural, language, psychological and pedagogical aspects of adaptation. It should be noted that the problem of migrant children adaptation is rather well investigated. Models of migrant children’ and their families’ adaptation were created taking into account sociocultural features of different countries and regions, methods of language adaptation of children. Extensive date of empirical researches was collected; the system of monitoring was developed. At the same time researches of a problem of multicultural training of the teacher are at an origin stage. In this area there are no complete fundamental researches in the world science yet. Research objectives: to study by experiment adaptation of Muslim migrant children in the Republic of Tatarstan, justification of idea of intercultural dialogue as principle of multicultural training of the teacher for work with children of Muslim migrants. Method: To detect adaptation features of Muslim migrant children and their families in the receiving community we prepared two questionnaires. The first questionnaire was directed to detection of difficulties, which Muslim migrant children faced in the course of training. The second questionnaire included questions for identification the problems, which teachers had in work with Muslim migrant children. 150 elementary school teachers, 120 Muslim migrant children and their parents took part in research. Examinees were from Kazan, from the towns and the villages in the Republic of Tatarstan.Primary results processing revealed lack of negative attitude to Muslim migrant children at public school. Some children and parents told about existence of misunderstanding and the conflicts with certain teachers. Most of the parents noted absence of conditions at schools for Muslim ceremonies (Mohammedan prayer), the requirement of school uniform, lack of “halal” food, joint stay of girls and boys at physical education classes. Questioning of teachers showed that at public schools in the Republic of Tatarstan the number of migrant children was few; the overwhelming majority of migrant children are from Muslim families. The most actual problems which teachers face in the course of training and education of Muslim migrant children are: a language barrier, problems in learning of Russian grammar, ignorance of the child's customs of native culture, ignorance of culture of the host country. The analysis of questioning results also revealed that most of migrants were from low social groups. They had no opportunity to get good education, to join in refinement. Ignorance and lack of education of most migrants as a result generates social provocations, religious-based conflicts, manifestations of extremism, etc. In such conditions there is a need for special training of the teacher based on conceptual idea of intercultural dialogue. The principle of the intercultural dialogue is understood in science as interaction, influence, insight of different historical or modern cultures, as forms of their confessional or political coexistence. The Republic of Tatarstan in this regard is the unique region. Here for a long time both ethnic Muslim Tatars and representatives of other nationalities and religions live in friendship and chime.The scientific and educational project “Multicultural Training of the Teacher” is developing at the Kazan federal university at that moment. The project has complex interdisciplinary character and is directed to training of teachers for work with Muslim migrant children and their families.

Methodological issues of teacher training for work in inclusive education

The article discusses the legal, axiological, methodological and organizational issues related to the mass introduction of inclusive education in educational organizations. Established a weak readiness of teachers to work in these conditions. Proposed measures to enhance personal and professional readiness of teachers to work in conditions of inclusive education.

State Aid for Science 1

Introductory. ELEMENTARY education and the training of teachers for work in elementary schools have been the object of State solicitude for the past eighty years. Increasing sums of money have been devoted to these two purposes; rules and regulations in rich variety have been framed for the proper disposal of this money, and some of the ablest and most energetic administrators have spent their lives in the endeavour to carry them out; a vast system of officials and organisations has arisen to see that no possible flaw or fault remains in the effective distribution of the sums annually voted by the State; and yet the general consensus of opinion among those best qualified to judge is that the results achieved are very poor, that they are transient in effect and occasionally even harm- ful rather than beneficial. Gigantic efforts have been and are being made, yet the results are plainly incommensurate with the outlay; very few indeed being satisfied that the State and the locality are getting moneys worth for their expenditure.