DEVELOPMENT OF AN EDUCATIONAL PROGRAM FOR PREPARING A FUTURE PRIMARY SCHOOL TEACHER TO WORK WITH CHILDREN WITH LIMITED HEALTH OPPORTUNITIES IN THE CONDITIONS OF A SMALL RURAL SCHOOL
DOI: 10.23951/2307-6127-2022-2-48-55
The article substantiates the need to develop an educational program for preparing a future primary school teacher to work with children with disabilities in a small rural school, describes its structure and content. The author concludes that the preparation process must be built in terms of involving the participants in the educational process in joint activities, as well as using educational technologies that allow students to be subjects of their own education. The article emphasizes that in the context of this study, the term «education» is interpreted as the «involvement» of the subject of activity (student) in their development and education. When creating a program, the author notes that it is built on a modular basis and should be based on the concept of educational eventfulness, which considers pedagogical activity as a subject of personal attitude and action. Thus, the educational program in its content involves separate modules that are in a certain hierarchy: discovery, generation, creation of experience. The author comes to the conclusion that such a construction of the educational program will allow students to independently build the educational process, based on their own understanding of the meaning of professional activity in a small rural school with children with disabilities.
Keywords: educational program, training of a future primary school teacher, students with disabilities, a small rural school
References:
1. Professional’nyy standart «Pedagog (pedagogicheskaya deyatel’nost’ v sfere doshkol’nogo, nachal’nogo obshchego, osnovnogo obshchego, srednego obshchego obrazovaniya» (vospitatel’, uchitel’) [Professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education” (educator, teacher)] (in Russian). URL: http://www.consultant.ru/document/cons_doc_LAW_155553 (accessed 17 January 2022).
2. Voznyak I. V. Formirovaniye gotovnosti pedagogov k inklyuzivnomu obrazovaniyu detey v sisteme povysheniya kvalifikatsii. Avtoref. dis. kand. ped. nauk [Formation of readiness of teachers for inclusive education of children in the system of advanced training. Abstract of thesis cand. of ped. sci.]. Belgorod, 2017. 24 p. (in Russian).
3. Kozyreva O. A. Modelirovaniye professional’noy kompetentnosti uchitelya, rabotayushchego s det’mi s ogranichennymi vozmozhnostyami zdorov’ya (OVZ) [Modeling the professional competence of a teacher working with children with disabilities]. Moscow, VLADOS Publ., 2017. 127 p. (in Russian).
4. Sidamonti E. T., Kokaeva I. Y. Innovatsionnye podkhody k professional’noy podgotovke studentov – budushchikh uchiteley v usloviyakh realizatsii integrirovannogo (inklyuzivnogo) obrazovaniya [Innovative approaches to the professional training of student-future teachers in the context of the implementation of integrated (inclusive) education]. Problemy sovremennogo pedagogicheskogo obrazovaniya – Problems of modern teacher education, 2017, vol. 56-5, pp. 186–193 (in Russian).
5. Kuz’mina O. S. Podgotovka pedagogov k rabote v usloviyakh inklyuzivnogo obrazovaniy. Dis. kand. ped. nauk [Preparing teachers for work in an inclusive education environment. Diss. cand. of ped. sci.]. Omsk, 2015. 318 p. (in Russian).
6. French N. K., Chopra R. V. Teachers as Executives. Theory Into Practice, 2006, vol. 45, is. 3, pp. 230–238.
7. Kim J.-R. Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion. International Journal of Inclusive Education, 2011, vol. 15, Iss. 3, pp. 355–377.
8. Lancaster J., Bain A. The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study. Asia-Pacific Journal of Teacher Education, 2010, vol. 38, pp. 117–128.
9. Florian L., Linklater H. Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 2010, vol. 40, iss. 4, pp. 369–386.
10. Bayborodova L. V. Problemy i perspektivy razvitiya sel’skikh obrazovatel’nykh organizatsiy [Problems and prospects for the development of rural educational organizations]. Nepreryvnoe obrazovaniye: XXI vek – Continuing Education: 21st Century, 2019, vol. 2 (26) (in Russian). URL: https://lll21.petrsu.ru/journal/article.php?id=4726 (accessed 17 January 2022).
11. Belogrudova T. V., Matveyeva M.V. Osobennosti obucheniya uchashchikhsya s ogranichennymi vozmozhnostyami zdorov’ya v usloviyakh sel’skoy obshcheobrazovatel’noy shkoly [Features of teaching students with disabilities in a rural general education school]. Vestnik Leningradskogo gosudarstvennogo universiteta im. A. S. Pushkina – Bulletin of the Leningrad State University. A. S. Pushkin, 2010, vol. 4, pp. 22–31 (in Russian).
12. Korshunova O. V. Printsipy korrektsionnoy pedagogiki kak oriyentiry postroyeniya inklyuzivnogo obrazovaniya v sel’skoy shkole [Principles of correctional pedagogy as guidelines for building inclusive education in rural schools]. Nauchno-metodicheskiy elektronnyy zhurnal «Kontsept» – Scientific and methodological electronic journal “Concept”, 2014, vol. 29, pp. 16–20 (in Russian).
13. Bayborodova L. V., Pautova L. B. Opyt organizatsii obucheniya detey s ogranichennymi vozmozhnostyami zdorov’ya v sel’skoy shkole [Experience in organizing education for children with disabilities in a rural school]. Yaroslavskiy pedagogicheskiy vestnik – Yaroslavl Pedagogical Bulletin, 2010, vol. 2, pp. 121–125 (in Russian).
14. Kuzevanova A. A. Uchebno-metodicheskoye obespecheniye protsessa podgotovki budushchego pedagoga malochislennoy sel’skoy shkoly k rabote s det’mi s ogranichennymi vozmozhnostyami zdorov’ya [Educational and methodological support of the process of preparing the future teacher of a small rural school to work with children with disabilities]. Psikhologo-pedagogicheskoye soprovozhdeniye obshchego, spetsial’nogo i inklyuzivnogo obrazovaniya detey i vzroslykh: sbornik materialov Vserossiyskoy nauchnoy konferentsii s mezhdunarodnym uchastiyem. Tula, 21 aprelya 2021 [Psychological and pedagogical support of general, special and inclusive education of children and adults: collection of materials of the All-Russian scientific and practical conference with international participation, Tula, April 1, 2021]. Cheboksary, Sreda Publ., 2021. Pp. 177–183 (in Russian).
15. Nikitina L. A. Stanovleniye issledovatel’skoy kompetentnosti v metodicheskoy podgotovke studentov pedagogicheskogo vuza v usloviyakh innovatsionnogo razvitiya obrazovaniya. Dis. dokt. ped. nauk [The formation of research competence in the methodological training of students of a pedagogical university in the conditions of innovative development of education. Diss. doct. of ped. sci.]. Barnaul, 2014. 450 p. (in Russian).
16. Bondarevskaya E. V. Lichnostno oriyentirovannyy podkhod k kachestvu obrazovaniya v usloviyakh modernizatsii [Student-centered approach to the quality of education in the context of modernization]. Rostov-on-Don, 2003. 39 p. (in Russian).
17. Bondarevskaya E. V. Teoriya i praktika lichnostno orientirovannogo obrazovaniya [Theory and practice of studentcentered education]. Rostov-on-Don, 2000. 351 p. (in Russian).
18. Yakimanskaya I. S. Lichnostno oriyentirovannoye obucheniye v sovremennoy shkole [Student-centered learning in modern school]. Moscow, Prosveshcheniye Publ., 1996. 352 p. (in Russian).
19. Yakimanskaya I. S. Tekhnologiya lichnostno oriyentirovannogo obrazovaniya [Technology of student-centered education]. Moscow, Sentyabr’ Publ., 2000. 176 p. (in Russian).
20. Asmolov A. G. Psikhologiya lichnosti: Printsipy obshchepsikhologicheskogo analiza [Psychology of Personality: Principles of General Psychological Analysis]. Moscow, Smysl Publ., 2001. 416 p. (in Russian).
21. Bezrukova V. S. Pedagogicheskaya integraciya: sushchnost’, sostav, mekhanizmy realizatsii [Pedagogical integration: essence, composition, implementation mechanisms]. Integratsionnye protsessy v pedagogicheskoy teorii i praktike: sbornik nauchnykh trudov [Integration processes in pedagogical theory and practice: collection of scientific articles]. Sverdlovsk, 1990. Pp. 5–25 (in Russian).
22. Aksenova G. I. Formirovaniye sub”ektnoy pozitsii uchitelya v protsesse professional’noy podgotovki. Dis. dokt. ped. nauk [Formation of the teacher’s subjective position in the process of professional training. Diss. dokt. of ped. sci.]. Moscow, 1998. 448 p. (in Russian).
23. Nigmatov Z. G. Teoriya i tekhnologii obucheniya v vysshey shkole [Theory and technologies of education in higher education]. Kazan, 2012. 357 p. (in Russian).
24. Volkova N. V. Obrazovatel’naya sobytiynost’: priznaki i kharakteristiki [Educational eventfulness: signs and characteristics]. Vestnik Severo-Vostochnogo federal’nogo universiteta im. M. K. Ammosova – Vestnik of North-Eastern Federal University, 2010, vol. 1, pp. 78–82 (in Russian).
25. Volkova N. V. Obrazovatel’noye sobytiye – fenomen i rekonstruktsiya innovatsionnogo obrazovatel’nogo opyta [Educational event – the phenomenon and reconstruction of innovative educational experience]. Sibirskiy psikhologicheskiy zhurnal – Siberian Psychological Journal, 2010, vol. 36, pp. 42–45 (in Russian)
Issue: 2, 2022
Series of issue: Issue 2
Rubric: TEACHER PROFESSIONAL DEVELOPMENT
Pages: 48 — 55
Downloads: 435