Academic journal article Journal of Organizational Culture, Communications and Conflict

The Inclusive Competence of Future Teachers

Academic journal article Journal of Organizational Culture, Communications and Conflict

The Inclusive Competence of Future Teachers

Article excerpt

INTRODUCTION

The problem of professional competence was always one of the central in pedagogical science and practice. With change of children training conditions, with the advent of new technologies, with development of society requirements to the modern teacher who has to possess fully the new knowledge, skills, to increase the skill constantly grow (Krayevsky, 2003).

Nowadays in connection with emergence and distribution of inclusive education the requirements to future teachers, to their inclusive competence especially increase. They have to not only have a certain volume of knowledge, be able to improve teaching and educational process, to direct it to the solution of the problems of personal formation and development of all pupils, but also to find approach to children with limited health abilities, to possess modern technologies and methods of training, to be psychologically ready for this activity.

Inclusive competence is one of the main components of professional competence of the teacher who is carrying out activity in the conditions of inclusive education which consists in ability to consider specific features and different educational needs of pupils with LHA in the course of training and education.

After graduating from a higher educational institution the teachers are not always ready to work in the conditions of inclusive education. It can be connected with several reasons: first, psychological unavailability to independent activity with disabled children, secondly, lack of experience, thirdly, the personal relation to inclusive education and many others. All this shows insufficient inclusive, and, therefore, professional competence of future teachers in the sphere of pedagogical activity with LHA people.

METHODS

Professional competence is the teacher possessing the necessary sum of knowledge, the skills defining formation of his pedagogical activity, pedagogical communication and the identity of the teacher as the carrier of certain values, ideals and pedagogical consciousness; set of knowledge, experience, abilities of flexible possession of pedagogical technology, findings of optimum levers on the pupil taking into account his requirements and interests, the rights and the free choice of the activity and behavior ways (Kozhdaspirov & Kozhdaspirova, 2005).

According to V. A. Slastenin, the concept of professional competence of the teacher expresses unity of his theoretical and practical readiness for implementation of pedagogical activity. The structure of professional competence of the teacher the author suggested to be considered through pedagogical abilities - set of various actions of the teacher corresponding to functions of pedagogical activity, revealing individual and psychological features of the teacher (tutor) and testifying to his subject and professional competence (Slastenin and others, 2002).

As inclusive competence is one of the professional competence components, its structure can also be considered through similar pedagogical abilities, but from a position of the general and inclusive education.

Leaning on nine groups of pedagogical abilities developed by A. K. Markova (Markova, 1993), it is possible to present structure of inclusive competence as follows:

The first group - abilities to be guided by the pupil with LHA; it is flexible to reconstruct the pedagogical purposes and tasks according to needs of trained - disabled people.

The second group - abilities to work with the maintenance of training material, to adapt and interpret training material according to the needs of pupils with LHA; abilities to study personal qualities, specific features of school students with LHA, to build individual educational routes for them, to expect possible difficulties; abilities to select and apply combinations of receptions and forms of education and training of healthy children and children with LHA; to apply the differentiated and individual approaches. …

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