Аксіологічні особливості підготовки майбутнього педагога до інклюзивної освіти
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Дата
2019
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Видавець
СумДПУ імені А. С. Макаренка
Анотація
Сучасні тенденції реформування вищої освіти передбачають підготовку конкурентоспроможних майбутніх педагогів, які, зважаючи на нові орієнтири освіти, зможуть працювати в інклюзивних групах. Професійна підготовка майбутніх педагогів до інклюзивної освіти передбачаю формування системи ціннісних орієнтацій. У статті обґрунтовуються необхідність аксіологічного орієнтира в підготовці майбутніх педагогів інклюзивних груп для їх професійного вдосконалення. Необхідність формування цінностей у студентів педагогічних закладів вищої освіти зумовлена зростаючими вимогами до рівня загальнокультурної, спеціальної та педагогічної підготовки випускників. У процесі педагогічного експерименту перевірено ефективність таких форм роботи зі студентами, як тренінгові вправи, лекції, гурток, педагогічна практика. Проведене дослідження не вичерпую всіх аспектів досліджуваної проблеми.
Modern trends in the reform of higher education envisage preparation of competitive future educators who, taking into account new guidelines for education, will be able to work in inclusive groups. Professional training of future teachers for inclusive education involves formation of a system of value orientations. The article substantiates the need for an axiological benchmark in the training of future educators of inclusive groups for their professional development. The need for value formation in students of higher education institutions is conditioned by growing requirements for the level of general cultural, special and pedagogical training of graduates. Identification and evaluation of the value priorities of a modern teacher, axiology of professional activity, development of its axiopress, the study of the specificity of the formation of the values of future teachers who will work with children with special educational needs - issues that are now strategic and are one of the most important and topical tasks of higher education.. The article deals with pedagogical values as one of the main components of the professional culture of a future teacher who is able to work with children with special educational needs, which is an important personal characteristic of the future teacher, and a condition for his productive future activity in the field of “Inclusive education”, as well as his indicator of professional skills. In the process of pedagogical experiment, the effectiveness of such forms of work with students as training exercises, lectures, circles, and pedagogical practice was checked. The practical significance of the study is to develop lecture materials, circle work plans, practice programs. Thus, specially organized work with students of higher education institutions in order to attract them to values not only substantially increases their theoretical level, but also prepares for appropriate work with children in inclusive groups. The study does not exhaust all the aspects of the problem under investigation. Further study needs the issue of the forms and methods of forming pedagogical values in future educators of inclusive groups; an individual approach to students in the formation of pedagogical values.
Modern trends in the reform of higher education envisage preparation of competitive future educators who, taking into account new guidelines for education, will be able to work in inclusive groups. Professional training of future teachers for inclusive education involves formation of a system of value orientations. The article substantiates the need for an axiological benchmark in the training of future educators of inclusive groups for their professional development. The need for value formation in students of higher education institutions is conditioned by growing requirements for the level of general cultural, special and pedagogical training of graduates. Identification and evaluation of the value priorities of a modern teacher, axiology of professional activity, development of its axiopress, the study of the specificity of the formation of the values of future teachers who will work with children with special educational needs - issues that are now strategic and are one of the most important and topical tasks of higher education.. The article deals with pedagogical values as one of the main components of the professional culture of a future teacher who is able to work with children with special educational needs, which is an important personal characteristic of the future teacher, and a condition for his productive future activity in the field of “Inclusive education”, as well as his indicator of professional skills. In the process of pedagogical experiment, the effectiveness of such forms of work with students as training exercises, lectures, circles, and pedagogical practice was checked. The practical significance of the study is to develop lecture materials, circle work plans, practice programs. Thus, specially organized work with students of higher education institutions in order to attract them to values not only substantially increases their theoretical level, but also prepares for appropriate work with children in inclusive groups. The study does not exhaust all the aspects of the problem under investigation. Further study needs the issue of the forms and methods of forming pedagogical values in future educators of inclusive groups; an individual approach to students in the formation of pedagogical values.
Опис
Ключові слова
аксіологія, інклюзія, інклюзивна освіта, цінності, ціннісні орієнтації, майбутній педагог, професійна підготовка, axiology, inclusion, inclusive education, values, value orientation, future teacher, vocational training
Бібліографічний опис
Шадюк, О. Аксіологічні особливості підготовки майбутнього педагога до інклюзивної освіти [Текст] / О. Шадюк // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 3 (87). – С. 106–116.