Підготовка майбутніх педагогів інклюзивної освіти до професійної діяльності
Вантажиться...
Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
РВВ ЦДПУ ім. В. Винниченка
Анотація
(ua) У статті розглянуто проблему підготовки педагогів до виконання функцій професійної діяльності в умовах інклюзивної освіти;обґрунтовано сутність понять «професійна компетентність», «готовність до діяльності вчителя»; окреслено завдання з формування ціннісних орієнтацій до майбутньої професії; запропоновано методику діагностики особистісних рис, необхідних для оволодіння якостями педагога в інклюзивному просторі; розкрито наукові підходи до формування професійних компетенцій; подано перелік завдань для виявлення реальних уявлень про готовність студентів до професійної діяльності в інклюзивному середовищі.
(ru) В статье рассмотрена проблема подготовки педагогов к выполнению функций профессиональной деятельности в условиях инклюзивного образования; обоснована сущность понятий «профессиональная компетентность», «готовность к деятельности учителя»; определены задания с формирования ценностных ориентаций будущей профессии; предложена методика диагностики личностных характеристик, необходимых для освоения качеств педагога в инклюзивном пространстве; раскрыты научные подходы формирования профессиональных компетенций; предложен перечень заданий для определения реальных представлений о готовности студентов к профессиональной деятельности в инклюзивной среде.
(en) Acquiring a future teacher inclusive education in order to achieve professional competence requires solving tasks for the formation of value orientations, the development of professional personal qualities, the mastery of professional competences (N. Nazarova). Understanding and mastering the value motivations of a future specialist should take place at all stages of training. It should be pointed out, that the readiness of students to accept the value of the profession. Proposed diagnostic method of value orientations by D. Leontiev will allow to conduct self-diagnosis of mentioned characteristics and compare them with professional values. Researchers N. Nazarova, I. Yakovleva argue that the formation of professional and personal qualities is one of the important conditions for getting a professional competence. In pedagogical and psychological literature it is noted that the formation of a person as a specialist is closely connected with the development of his personality. During the formation of professional knowledges special attention should be paid to the mastering of competences that comprises the didactic, educational, communicative, methodological and transformational students activities'. The contents of the training of future teachers of inclusive education should include disciplines «Fundamentals of special pedagogy» and «Fundamentals of special psychology». Special teaching methods of all disciplines should consider all methods and tools that will provide training for children with special educational needs. For a teacher of inclusive education, a creative level of mastering competences is required, which implies the ability to use them in different situations, modifying them in accordance with the new conditions. Such skills can be formed using the method of analysis of specific situations. An important role in professional training is occupied by professional games (role games). Students' independent work is taken a significant role in the process of training. At all stages of learning, it is important to take into account the student's real perceptions of the activities that extend the professional competence of the teacher of inclusive education through the implementation of a number of practical tasks. An important evidence of the successful chose of future teacher's profession should be his satisfaction from his own educational activities and the ability to be ready to take professional risks.
(ru) В статье рассмотрена проблема подготовки педагогов к выполнению функций профессиональной деятельности в условиях инклюзивного образования; обоснована сущность понятий «профессиональная компетентность», «готовность к деятельности учителя»; определены задания с формирования ценностных ориентаций будущей профессии; предложена методика диагностики личностных характеристик, необходимых для освоения качеств педагога в инклюзивном пространстве; раскрыты научные подходы формирования профессиональных компетенций; предложен перечень заданий для определения реальных представлений о готовности студентов к профессиональной деятельности в инклюзивной среде.
(en) Acquiring a future teacher inclusive education in order to achieve professional competence requires solving tasks for the formation of value orientations, the development of professional personal qualities, the mastery of professional competences (N. Nazarova). Understanding and mastering the value motivations of a future specialist should take place at all stages of training. It should be pointed out, that the readiness of students to accept the value of the profession. Proposed diagnostic method of value orientations by D. Leontiev will allow to conduct self-diagnosis of mentioned characteristics and compare them with professional values. Researchers N. Nazarova, I. Yakovleva argue that the formation of professional and personal qualities is one of the important conditions for getting a professional competence. In pedagogical and psychological literature it is noted that the formation of a person as a specialist is closely connected with the development of his personality. During the formation of professional knowledges special attention should be paid to the mastering of competences that comprises the didactic, educational, communicative, methodological and transformational students activities'. The contents of the training of future teachers of inclusive education should include disciplines «Fundamentals of special pedagogy» and «Fundamentals of special psychology». Special teaching methods of all disciplines should consider all methods and tools that will provide training for children with special educational needs. For a teacher of inclusive education, a creative level of mastering competences is required, which implies the ability to use them in different situations, modifying them in accordance with the new conditions. Such skills can be formed using the method of analysis of specific situations. An important role in professional training is occupied by professional games (role games). Students' independent work is taken a significant role in the process of training. At all stages of learning, it is important to take into account the student's real perceptions of the activities that extend the professional competence of the teacher of inclusive education through the implementation of a number of practical tasks. An important evidence of the successful chose of future teacher's profession should be his satisfaction from his own educational activities and the ability to be ready to take professional risks.
Опис
Ключові слова
студенти, навчання, інклюзивна освіта, професійна діяльність, студенты, обучение, инклюзивное образование, профессиональная деятельность, students, study, inclusive educations, professional activities
Бібліографічний опис
Козлова В. А. Підготовка майбутніх педагогів інклюзивної освіти до професійної діяльності / Валентина Анатоліївна Козлова // Наукові записки ЦДПУ. Серія: Педагогічні науки = Academic Nores. Series: Pedagogical Sciences / ЦДПУ ім. В. Винниченка ; ред. кол.: В. Ф. Черкасов, В. В. Радул, Н. С. Савченко та ін. – Кропивницький : РВВ ЦДПУ ім. В. Винниченка, 2019. – Вип. 174. – С. 112-117.