Готовність учителя початкової школи до діяльності в умовах інклюзивної освіти
Дата
2020
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті проаналізовано категорії «готовність», «готовність учителя початкової школи до діяльності в умовах інклюзивної освіти». Констатовано відмінності в підходах до трактування готовності. Подано авторську дефініція поняття «готовність учителя початкової школи до інклюзивної діяльності», що інтерпретоване як усвідомлення вчителем початкової школи здатності (нездатності) провадити професійну діяльність в умовах інклюзивної школи. Виокремлено чинники, що впливають та підвищують рівень психологічної готовності учителів початкової школи до професійної діяльності в умовах інклюзивної освіти.
The article debates the issue of primary school in-service teacher efficacy who are challenged to work in the inclusive regular school environment. It is emphasized that primary school teacher efficacy is referred to as self-efficacy, primarily a psychological condition, teachers’ conviction of the ability and capacity to perform certain professional activities. The primary school teacher efficacy for inclusive education is accordingly interpreted as the conviction of an in-service primary school teacher of his/her ability (inability) to provide quality education to all children and children with disabilities in the inclusive regular school environment. We prove that approaches to conceptualize the notion of efficacy differ in Ukraine and the USA. The reason for the differences lies in an approach that the RAND corporation used to explore teachers’ attitude to state initiatives. The tool to explore the issue integrated a key concept of A. Bandura’s social cognitive theory and J. Rotter’s social learning theory. This research also resulted in identifying the concept of self-efficacy by A. Bandura. He also stated that there are four different sources that influence the level of in-service primary teacher self-efficacy including mastery experiences, vicarious experiences, verbal persuasion, physiological and emotional states. In other words, the level of teacher self-efficacy depends on the experience of professional activity, role models observation, experience of stress and positive emotions, verbal persuasion. It is also proved that for the in-service primary school teacher to be efficacious in the regular school inclusive environment it is necessary to provide certain conditions. These conditions include in-service continuous professional development, professional supervision of teachers-beginners offered by master teachers who have gained successful mastery experiences through active involvement in inclusive education, provision of safe, friendly environment conducive for teaching and learning, and state support meant to increase the prestige of teaching as a profession in Ukraine. Prospects for further research include an attempt to explore domestic and foreign experience in organizing mentoring and to compare approaches to establishing teaching internships for graduates who want to pursue teaching as their profession.
The article debates the issue of primary school in-service teacher efficacy who are challenged to work in the inclusive regular school environment. It is emphasized that primary school teacher efficacy is referred to as self-efficacy, primarily a psychological condition, teachers’ conviction of the ability and capacity to perform certain professional activities. The primary school teacher efficacy for inclusive education is accordingly interpreted as the conviction of an in-service primary school teacher of his/her ability (inability) to provide quality education to all children and children with disabilities in the inclusive regular school environment. We prove that approaches to conceptualize the notion of efficacy differ in Ukraine and the USA. The reason for the differences lies in an approach that the RAND corporation used to explore teachers’ attitude to state initiatives. The tool to explore the issue integrated a key concept of A. Bandura’s social cognitive theory and J. Rotter’s social learning theory. This research also resulted in identifying the concept of self-efficacy by A. Bandura. He also stated that there are four different sources that influence the level of in-service primary teacher self-efficacy including mastery experiences, vicarious experiences, verbal persuasion, physiological and emotional states. In other words, the level of teacher self-efficacy depends on the experience of professional activity, role models observation, experience of stress and positive emotions, verbal persuasion. It is also proved that for the in-service primary school teacher to be efficacious in the regular school inclusive environment it is necessary to provide certain conditions. These conditions include in-service continuous professional development, professional supervision of teachers-beginners offered by master teachers who have gained successful mastery experiences through active involvement in inclusive education, provision of safe, friendly environment conducive for teaching and learning, and state support meant to increase the prestige of teaching as a profession in Ukraine. Prospects for further research include an attempt to explore domestic and foreign experience in organizing mentoring and to compare approaches to establishing teaching internships for graduates who want to pursue teaching as their profession.
Опис
Ключові слова
готовність, професійна готовність, психологічна готовність, учитель початкової школи, інклюзивна освіта, інклюзивна компетентність, діти з особливими освітніми потребами, діти з інвалідністю, efficacy, teacher efficacy, self-efficacy, in-service primary school teacher, inclusive education, inclusive competence, children with special educational needs, children with disabilities
Бібліографічний опис
Бондар, Т. Готовність учителя початкової школи до діяльності в умовах інклюзивної освіти [Текст] / Т. Бондар // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 3–4 (97/98). – С. 207–217. – DOI: 10.24139/2312-5993/2020.03-04/207-217.