PROFESSIONAL AND PERSONAL IDENTITY OF ADDITIONAL EDUCATION TEACHER AS AN INDICATOR OF READINESS FOR WORK IN THE INCLUSION SYSTEM
DOI: 10.23951/2307-6127-2018-4-248-257
The article analyzes the principle of organizing inclusive education, which is to ensure that the diversity of the needs of students with physical and mental disabilities corresponds to such educational environment. The justification of the principle of the need for special training in the field of special (correctional) pedagogy and psychological readiness is professionally and competently addressed in the problems of children with different educational needs, including those with limited health opportunities. When implementing the ideas of the professional and personal identity of the teacher, the following criteria are presented: in as much as in the phenomenological tradition the personality appears as a unique, existential entity, and identity expresses the self-referentiality of the person in the logic of the integral determination of the individual, the study is presented in the position of the person approach. Based on the analysis of the data of diagnostic studies, it was established that the participants of the project “Above the rainbow” are psychologically not ready for inclusion and need special comprehensive assistance from specialists (psychologist, methodologist). In this regard, they need understanding of themselves in a new role (personal identity), knowledge of the specifics of implementing approaches to individualization of the education of children with special educational needs; organization of psychological support system, joint analysis of professional experience, development of negative emotions, mastering self-identification techniques and their use in new conditions (under conditions of inclusion). Therefore, the task of specialists (methodologists, psychologists) is to help educators understand their hidden beliefs and values, to learn from them whether they are the beliefs and values that they would like to protect. For a program of inclusive education to be sustainable, at a certain point, these beliefs and values should be openly and clearly articulated. But the most important thing that teachers-participants of the project should learn is to work with children with different educational opportunities (capable children, children with HIA, children with disabilities) and take this diversity into account in their pedagogical approach to everyone.
Keywords: personal identity, inclusion, additional education, teacher’s readiness, special educational needs
References:
1. Alekhina S. V. Inklyuzivnoye obrazovaniye: Ot obrazovatel’noy politiki k obrazovatel’noy praktike [Inclusive education: From educational policy to educational practice]. Psikhologo-pedagogicheskiye osnovy inklyuzivnogo obrazovaniya. Otv. red. S. V. Alyokhina [Psychological and pedagogical basis of inclusive education. Ed. by S. V. Alyokhina]. Moscow, Moscow State University of Psychology and Education, Buki Vedi Publ., pp. 5–19 (in Russian).
2. Buravleva N. A., Gritskevich N. K., Iglovskaya N. V. Inklyuzivnoye obrazovaniye: pervyy opyt i problemy [Inclusive education: first experience and challenges]. Vektor nauki Tolyattinskogo gosudarstvennogo universiteta, no. 3(6), Ser. “Pedagogika, psikhologiya”, 2011, pp. 60–63 (in Russian).
3. Khitryuk V. V. Gotovnost’ pedagoga k rabote s «osobym» rebenkom: model’ formirovaniya tsennostey inklyuzivnogo obrazovaniya [The willingness of the teacher to work with “special” child: model of the formation of values of inclusive education journal]. Vestnik Baltiyskogo federal’nogo universiteta im. I. Kanta. Seriya: Filologiya, pedagogika, psikhologiya – IKBFU ‘s Vestnik. Series: Philology, Pedagogy, Psychology, 2013, pp. 72–78 (in Russian).
4. Vvedenskiy V. N. Izmeneniye i otsenka kachestva povysheniya kvalifikatsii uchiteley v sisteme dopolnitel’nogo pedagogicheskogo obrazovaniya [Change and assessment of the quality of teacher training in the system of additional pedagogical education]. Standarty i monitoring v obrazovanii, 2009, no. 4, pp. 41–44 (in Russian).
5. Anan’ev B. G. Chelovek kak predmet poznaniya [Man as a subject of knowledge]. Saint Petersburg, Piter Publ., 2001. 288 p. (in Russian).
6. Pevzner M. N., Zaychenko O. M., Buketov V. O., Gorycheva S. N., Petrov A. V., Shirin A. G. Nauchno-metodicheskoye soprovozhdeniye personala shkoly: pedagogicheskoye konsul’tirovaniye i superviziya. Pod red. M. N. Pevznera, O. M. Zaychenko [Scientific and methodological support of school staff: pedagogical consulting and supervision. Ed. by M. N. Pevzner, O. M. Zaychenko]. Velikiy Novgorod, NovSU; Institut obrazovatel’nogo marketinga i kadrovykh resursov Publ., 2002. 316 p. (in Russian).
7. Zhiginas N. V. Psikhologiya studencheskogo krizisa: metodologiya, fenomenologiya, mediko-psikhologicheskoye soprovozhdeniye. Dis. dokt. psikhol. nauk [Psychology student crisis: methodology, phenomenology, medical and psychological support. Diss. doct. psychol. sci.]. Tomsk, 2011. 449 p. (in Russian).
8. Rekesheva F. M. Usloviya razvitiya psikhologicheskoy gotovnosti k professional’noy deyatel’nosti studentov-psikhologov. Avtoref. dis. … kand. psikhol. nauk [Conditions of development of psychological readiness for professional activity of students-psychologists. Abstract of thesis cand. psychol. sci.]. Astrakhan, 2007 (in Russian).
9. Zimnyaya I. A. Klyuchevye kompetentnosti kak rezul’tativno-tselevaya osnova kompetentnostnogo podkhoda v obrazovanii [Key competence as effectively-targeted basis of competence approach in education]. Moscow, Issledovatel`skiy tsentr problem kachestva podgotovki spetsialistov Publ., 2004 (in Russian).
10. D’yachenko M. I. Psikhologicheskiye problemy gotovnosti k deyatel’nosti [Psychological problems of readiness for activity]. Minsk, 1976 (in Russian).
( 360.58 kB ) 
( 350.16 kB )
Issue: 4, 2018
Series of issue: Issue 4
Rubric: PSYCHOLOGY
Pages: 248 — 257
Downloads: 882