Training Future Teachers to Organize the Educational Process in the Conditions of Inclusive Education

Tetiana Sobchenko (), Olha Bashkir (), Violetta Panchenko (), Natalia Smolianiuk (), Olha Osova () and Liudmyla Peretiaha ()
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Tetiana Sobchenko: Candidate of Pedagogical Sciences, Associate Professor, Associate Professor at the Department of General Pedagogy and Higher School Pedagogy, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
Olha Bashkir: Doctor of Pedagogical Sciences, Associate Professor, Professor at the Department of General Pedagogy and Higher School Pedagogy, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
Violetta Panchenko: Candidate of Pedagogical Sciences, Lecturer at the Foreign Philology Department, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, Kharkiv, Ukraine
Natalia Smolianiuk: Candidate of Pedagogical Sciences, Associate Professor at the Department of Natural and Mathematical Disciplines, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
Olha Osova: Candidate of Pedagogical Sciences, Associate Professor, Associate Professor at the Foreign Philology Department, Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of Kharkiv Regional Council, Kharkiv, Ukraine
Liudmyla Peretiaha: Doctor of Pedagogical Sciences, Professor, Head of the Department of Special Pedagogy, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2021, vol. 13, issue 1, 114-132

Abstract: The purpose of the article is to develop the methodology of training future teachers to organize educational process in inclusive educational environment and implement it in the educational process in pedagogical university. The pedagogical experiment involved 157 students of H. S. SkovorodaKharkiv National Pedagogical University (EG 152 students) and of Municipal Establishment ‘Kharkiv Humanitarian Pedagogical Academy’ of the Kharkiv Regional Council (CG 54 students). All the participants gave the informed consent on taking part in the pedagogical experiment. The motivational criterion was evaluated applying questionnaires and testing; the content criterion –‘Diagnosis of future teachers’ readiness to organize educational process in inclusive environment’; procedural and behavioural –task method, business games; reflexive criterion –self-evaluation methods, oral and written surveys. The criteria (motivational, content, procedural and behavioural, reflexive) and the levels of their formation(high, medium, low) were developed to evaluate the future teachers’ formed readiness to organize educational process in conditions of inclusive education. Experimental implementation of the developed methodology testified positive results in the level of formation of future educators’ readiness. The designed methodology promoted development of students’ inclusive education competencies, facilitated modification of the curriculum, adoption of specific strategies that meet the needs of every student, and encouraged students’ positive attitude towards inclusion as an educational phenomenon.

Keywords: future teacher; higher education institution; inclusion; inclusive education; readiness (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:13:y:2021:i:1:p:114-132

DOI: 10.18662/rrem/13.1/363

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