ACTUAL PROBLEMS OF MANIFESTATION OF TEACHERS’ PROFESSIONAL AND ETHICAL QUALITIES IN INCLUSIVE ENVIRONMENT
DOI: 10.23951/2307-6127-2017-4-183-188
In the conditions of modernization of the education system the introduction of new FSES of general education and teacher’s professional standard developing teacher’s professional and ethical readiness to fulfill the tasks assigned to him is extremely important. The purpose of the presented research is the development of teacher’s professional and ethical qualities when working with trainees with disabilities. The research is based on the theory of professional pedagogical education, theoretical and practical research of problems and aspects of professional ethics and professional and ethical qualities of the teacher (V. N. Averkin, V. A. Bolotov, G. A. Bordovsky, S. G. Vershlovsky, A. L. Gavrikov, V. V. Gorshkova, I. A. Zimnya, Yu. N. Kulyutkin, V. M. Mitina, V. G. Onushkin, S. A. Pisareva, N. F. Radionova, G. S. Sukhobskaya, A. P. Tryapitsina, and others). The authors determine the structure of the teacher’s ethical competence, which allows him to work with disabled children, provide the methodology for identifying the needs of the teaching staff in the development of professional and ethical qualities that makes it possible to create comfortable and tolerant environment in the educational organization. Inclusive etiquette is proposed, which implies certain responsibility of each person, included in the educational environment, readiness for the manifestation of assistance as an integral personal quality. Developing professional and ethical qualities of the teacher and his readiness for their manifestation in work with children with disabilities presupposes formation of a whole range of qualities that are based on personal resources, such as charity, empathy, tolerance, pedagogical optimism, self-control. Solving the problem of training teachers to work with children with disabilities will realize intensive introduction of inclusive education in the country, increase the level of teachers’ professional competence.
Keywords: inclusive education, pedagogical ethics, professional and ethical qualities, tolerance, principles of inclusive ethics
References:
1. Zinov’eva V. I., Bersenev M. V., Kim M. Yu., Radchenko O. E. Razvitiye idey inklyuzii v vysshem obrazovanii (rossiyskiy i mirovoy opyt) [Development of inclusive ideas in higher education (Russian and world experience)]. Vestnik Tom. gos. un-ta. Istoriya – Tomsk State University Journal of History, 2010, no. 4 (12), pp. 153–157 (in Russian).
2. Klimenko O. A. Sotsial’nye seti kak sredstvo obucheniya i vzaimodeystviya uchastnikov obrazovatel’nogo protsessa [Social networks as a means of teaching and interaction of the participants in the educational process]. Teoriya i praktika obrazovaniya v sovremennom mire: materialy MNPK (g. Sankt-Peterburg, 02.2012 g.) [Theory and practice of education in the modern world: Materials of the International scientific and practical conference (St. Petersburg, 02.2012)]. Saint Petersburg, Renome Publ., 2012. URL: http://www.moluch.ru/conf/ped/archive/21/1799 (in Russian).
3. Professional’nyy standart “pedagog (pedagogicheskaya deyatel’nost’ v doshkol’nom, nachal’nom obshchem, osnovnom obshchem, srednem obshchem obrazovanii) (vospitatel’, uchitel’)”. Utverzhden prikazom Ministerstva truda i sotsial’noy zashchity Rossiyskoy Federatsii ot 18 oktyabrya 2013 g. N 544n 1 [Professional standard “Teacher (pedagogical activity in preschool, primary general, basic general, secondary general education) (educator, teacher)”. Approved by the order of the Ministry of Labor and Social Protection of the Russian Federation from October 18, 2013 No. 544n] (in Russian).
4. Yamburg E. A. Chto prineset uchitelyu novyy professional’nyy standart pedagoga? [What will a new teacher’s professional standard give to the teacher?]. Moscow, Prosveshcheniye Publ., 2014 (in Russian).
5. Rezinkina L. V. Stanovleniye i prodvizheniye uchitelya v professii: aspekt nepreryvnogo obrazovaniya [Developmant of Specialist in the profession: the aspect of continuous pedagogic education]. Chelovek i obrazovaniye – Man and Education, 2015, no. 2 (43), pp. 78–82 (in Russian).
6. Sadovaya L. V. Formirovaniye professional’noy etiki budushchego spetsialista v obuchenii [Formation of professional ethics of the future specialist in teaching]. Sovremennye tekhnologii obucheniya. Mezhdunarodnyy opyt i rossiyskiye traditsii: «STO-2005» MNPK [Modern technologies of teaching. International experience and Russian traditions: International Scientific and Practical Conference “SRT-2005”]. Saint Petersburg, 2005. Vol. 1 (in Russian).
7. Pronina N. A. Podgotovka budushchikh uchiteley k rabote v inklyuzivnoy srede na primere distsiplin psikhologicheskogo tsikla [Training of future teachers for work in an inclusive environment on the example of disciplines of the psychological cycle]. Molodoy uchenyy – Young Scientist, 2014, no. 7, pp. 287–289 (in Russian).
8. Zimnyaya I. A. Klyuchevyye kompetenctsi – novaya paradigma rezul’tata obrazovaniya [Key competencies – the new paradigm of the result of education]. Vyssheye obrazovaniye segodnya – Higher Education Today, 2003, no. 5, pp. 34–42 (in Russian).
9. Portnova S. M. Professional’no-lichnostnyye kachestva pedagoga v usloviyakh inklyuzivnogo obrazovaniya [Professional and personal qualities of the teacher in conditions of inclusive education]. URL: https://portalpedagoga.ru/servisy/publik/ publ?id=9080 (in Russian).
Issue: 4, 2017
Series of issue: Issue 4
Rubric: PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH
Pages: 183 — 188
Downloads: 982