INCLUSIVE-ORIENTED TRAINING OF TEACHERS-DEFECTOLOGISTS AT THE UNIVERSITY BACHELOR’S DEGREE LEVEL: THEORETICAL JUSTIFICATION AND MODELING
DOI: 10.23951/2307-6127-2019-4-84-91
The necessity of updating the content of defectology teachers’ training at the university at the bachelor’s degree level in the period of formation of inclusive education is shown. The new benchmarks for professional training of defectology teachers are marked, which are the challenges of modern education. The content of educational programs of inclusive-oriented training of teachers-defectologists is aimed at the development of readiness for various types of professional activities for the informal implementation of the tasks of inclusive practice, the humanistic orientation of training is manifested in various forms of classroom and extracurricular activities (such as: city festival of sign songs, volunteer activities, etc.). The modern approaches to professional training of defectology teachers at the university at the bachelor’s degree level are characterized. The expediency of application of anthropological, environmental, competence and system-activity approaches to the implementation of inclusive-oriented training of teachersdefectologists has been substantiated. The unity of the anthropological concept of human understanding and the principles of inclusive education is revealed. Significant value-semantic attitudes of teachers-defectologists for the implementation of the tasks of inclusive education are defined. The special educational environment of inclusive-oriented training is characterized as the interpenetration of local environments, including the educational reflective environment of the university and the inclusive educational environment of inclusive educational organizations. The significance of the competence-based approach is indicated within which the inclusive competence of teachers-defectologists as a result of bachelor’s training is projected. The understanding of inclusive-oriented training of teachers-defectologists as a dynamic system of interrelated elements in the professional and educational space of the university is shown.
Keywords: challenges of inclusive education, updating the training of teachers-defectologists, anthropological, environmental, system-activity and competence-based approaches
References:
1. Asmolov A. G. Prezentatsiya programmy po razvitiyu lichnostnogo potentsiala. Shkola vozmozhnostey. Vypusk ot 11.04.2019. 2019 [Presentation of the program for the development of personal potential. School of opportunity. Release on 04.11.2019. 2019] (in Russian). URL: https://www.youtube.com/watch?v=WUGGzwaMrh4&list=PL-0gGFTvftQuqG1d7E0nIgrpKH1vgrH37&index=4&t=0s (accessed 18 April 2019).
2. Slobodchikov V. I., Isayev Е. I. Osnovy psikhologicheskoy antropologii. Psikhologiya cheloveka: Vvedeniye v psikhologiyu sub”ektivnosti: ucheb. posobiye dlya vuzov [Basics of psychological anthropology. Human psychology: Introduction to the psychology of subjectivity: textbook]. Moscow, Shkola-Press Publ., 1995. 384 p. (in Russian).
3. Rozin V. M. Filosofiya obrazovaniya i pedagogicheskoye znaniye [Philosophy of education and pedagogical knowledge]. Psikhologicheskoye obrazovaniye: konteksty razvitiya. Al’manakh no. 3. Seriya: Universitet v perspektive razvitiya [Psychological education: development contexts. Almanac no. 3. Series: University in terms of development]. Minsk, Tekhnoprint Publ., 1999. Pp. 111–119 (in Russian).
4. Alekhina S. V., Alekseyeva M. N., Agafonova Е. L. Gotovnost’ pedagogov kak osnovnoy faktor uspeshnosti inklyuzivnogo protsessa v obrazovanii [Readiness of teachers as the main success factor of an inclusive process in education]. Psihologicheskaya nauka i obrazovanie – Psychological-Educational Studies, 2011, no. 1, pp. 83–92 (in Russian).
5. Rayfshnayder T. Yu. Proksimal’nost’ lichnosti kak sostavlyayushchaya kompetentsii obuchayushchikhsya v oblasti profilakticheskogo obrazovaniya [Proximity of personality as a component of students’ competence in the field of preventive education]. Preyemstvennost’ v obrazovanii, 2014, no. 6 (11) (in Russian). URL: http://journal.preemstvennost.ru (accessed 18 April 2019).
6. Kuz’mina O. S. Aktual’nyye voprosy podgotovki pedagogov v usloviyakh inklyuzivnogo obrazovaniya [Actual issues of training teachers in an inclusive education]. Vestnik Omskogo Universitetata – Herald of Omsk University, 2013, no. 2, pp. 191–194 (in Russian).
7. Suvorov A. V. Inklyuzivnoye obrazovaniye i lichnostnaya inklyuziya [Inclusive Education and Personal Inclusion]. Psikhologicheskaya nauka i obrazovaniye – Psychological-Educational Studies, 2011, no. 3, pp. 27–31 (in Russian).
8. Zubareva A. V. Osnovnyye printsipy inclyuzivnogo obrazovaniya. Struktura inclyuzivnoy obrazovatel’noy sredy [The basic principles of inclusive education. The structure of an inclusive educational environment] (in Russian). URL: https://multiurok.ru/files/osnovnyie-printsipy-inkliuzivnogho-obrazovaniia-st.html (accessed 20 April 2019).
9. Yasvin V. A. Psikhologicheskoye modelirovaniye obrazovatel’nykh sred [Psychological modeling of educational environments]. Psihologicheskiy zhurnal – Psychological Journal, 2000, no. 4, pp. 79–88 (in Russian).
10. Stetsenko I. A. Pedagogicheskaya refleksiya (teoriya i tekhnologiya razvitiya). Dis. dokt. ped. nauk [Pedagogical reflection (theory and technology of development). Diss. doct. of ped. sci.]. Taganrog, 2006. 381 p. (in Russian).
11. Kozyrev V. A. Teoreticheskiye osnovy razvitiya gumanitarnoy obrazovatel’noy sredy pedagogicheskogo universiteta. Dis. dokt. ped. nauk [Theoretical basis for the development of humanitarian educational environment of a pedagogical university. Diss. doct. of ped. sci.]. Saint Petersburg, 1999. 346 p. (in Russian).
12. Prikaz Minobrnauki Rossii no. 1598 ot 19 dekabrya 2014 g. “Ob utverzhdenii federal’nogo gosudarstvennogo obrazovatel’nogo standarta nachal’nogo obshchego obrazovaniya obuchayushchikhsya s ogranichennymi vozmozhnostyami zdorov’ya” [Order of the Russian Ministry no. 1598 of December 19, 2014 “On approval of the Federal State Educational Standard of primary general education of students with disabilities”] (in Russian). URL: http://минобрнауки.рф/документы/5132 (accessed 20 April 2019).
13. Petrova M. A. Otlichitel’nyye osobennosti kompetentnostnogo i sistemno-deyatel’nostnogo podkhodov v obrazovanii [Distinctive features of the competence and system-activity approaches in education]. Materialy nauchno-prakticheskoy internetkonferentsii “Sistemno-deyatel’nostnyy podkhod v raznourovnevom variativnom obrazovanii: problemy, idei, opyt realizatsii” [Materials of the scientific and practical Internet conference (The system-activity approach in multi-level variable education: problems, ideas, implementation experience)]. Irkutsk, IGLU Publ., 2012. Pp. 6–12 (in Russian).
Issue: 4, 2019
Series of issue: Issue 4
Rubric: CURRENT ISSUES OF HIGHER EDUCATION
Pages: 84 — 91
Downloads: 782