Research of Professional Readiness of Teachers in an Inclusive Educational Environment
Keywords:
vocational training, inclusive education, children with special needs, general organization of education, inclusive environment.Abstract
The article analyzes in detail the problem of teacher training. There are many changes in the development of education. One of them is the implementation of inclusive education. The analysis of the research of foreign and domestic scientists will be carried out, the problems faced by teachers in inclusive education will be clarified. The importance of creating an inclusive educational environment in general education organizations is increasing at the request of modern society and the market. In the modern world, there are two different opinions in the education of people with special educational needs. The first is when teachers of a secondary school consider it necessary to master special pedagogy, psychology and psychological characteristics of children, the second is when people with special educational needs need the help of only special specialists. And these opinions cause many contradictions. The indicators and features of several authors on professional training for the organization of an inclusive environment are given. The barriers faced by teachers in the process of working with children with special educational needs are specified. Checks the level of professional training of teachers for an inclusive educational environment for the object chosen by the authors. As a result, the competencies necessary for the professional training of a teacher for an inclusive educational environment are determined. Identification of competencies and knowledge of the ways of their formation in the formation of professional training of teachers leads to great results.
References
БжҒ ресми сайты: Ұлттық қоғамдық сенім кеңесінің отырысында [Электронды ресурс]. URL: https://ult.kz/post/aymagambetov-inklyuzivti-bilim-zhuyesin-zhetildirudin-zholdaryn-aytty (қаралған күні 10.02.2022)
«Білім туралы» Қазақстан Республикасының 2007 жылғы 27 шілдедегі №319 Заңы. [Электронды ресурс]. URL: https://adilet.zan.kz/rus/docs/Z070000319_ (қаралған күні 15.02.2022)
Узнадзе Д.Н. Психология установки. – Питер: СПб, 2001. – 416 с.
Байсеитова Ж.Б. Девиантное поведение: теория и практика: монография. –Павлодар: Научн. изд. центр ПГПИ, 2015. – 190 с.
Сластенин В.А., Исаев И.Ф., Шиянов Е.Н. Педагогика. – М.: Издательский центр «Академия», 2013. – 576 с.
Хмель Н.Д. Теоретические основы профессиональной подготовки учителя. – Алматы: Ғылым, 1998. – 320 с.
Самодерженков А.Н., Карданова Е.Ю., Сатова А.К., Орел Е.А., Куликова А.А., Момбиева Г.А., Казахбаева Г.И., Дуйсенбаева А.О. Оценка психологической готовности студентов педагогических вузов к профессиональной деятельности. – Москва: Вопросы образования/Educational Studies Moscow. – 2021. – №3. – С. 114–137. [Электронный ресурс]. URL: https://doi.org/10.17323/1814-9545-2021-3-114-137 (қаралған күні 15.03.2022)
Айдаров Б.Ж., Камалов Ю.Н. Педагогтың кәсіби ұтқырлығының құрылымы // Ясауи университетінің хабаршысы. – 2020. – №3 (117). – Б. 235–243. doi.org/10.47526.2020/2664-0686.022
OECD TALIS2018 Results. Vol. II: Teachers and School Leaders as Valued Professionals. - Paris: OECD, 2020. – 250 p. [Electronic resource]. URL: https://doi.org/10.1787/19cf08df-en (қаралған күні 21.02.2022)
OECD TALIS2018 Results. Vol. I: Teachers and School Leaders as Lifelong Learners.- Paris: OECD, 2019. 220 p. [Electronic resource]. URL: https://doi.org/10.1787/1d0bc92a-en. (қаралған күні 21.02.2022)
Darling-Hammond L., Hyler M.E., Gardner M. Effective Teacher Professional Development. - Palo Alto, CA: Learning Policy Institute, 2017. – 300 p. (қаралған күні 21.02.2022)
Чернобай Е.В., Ташибаева Д.Н. Профессиональное развитие учителей в Российской Федерации и Республике Казахстан. По результатам исследования TALIS-2018. – Москва: Вопросы образования/Educational Studies Moscow, 2020. – №4. – С. 141–164. [Электронный ресурс]. URL: DOI: 10.17323/1814-9545-2020-4-141-164 (қаралған күні 15.02.2022)
Алехина С.В., Алексеева М.Н., Агафонова Е.Л. Готовность педагогов как основной фактор успешности инклюзивного процесса в образовании // Психологическая наука и образование. – 2011. – Том 16. – №1. – С. 83–92.
Жукенова Г.Б., Кожахметова Д.М. Психолого-педагогические и организационные условия совместного обучения детей с особыми образовательными потребностями (на примере Аккольской средней школы №4 // Педагогика және психология. – 2021. – №2(47). – С. 41–50.
Ерекше білім беру қажеттіліктерін бағалау қағидаларын бекіту туралы Қазақстан Республикасы Білім және ғылым министрінің 2022 жылғы 12 қаңтардағы №4 бұйрығы. [Электронды ресурс]. URL: https://adilet.zan.kz/kaz/docs/V2200026618 (қаралған күні 01.12.2021)
Мемлекеттік ұйымдар Педагогтерінің жалақысын есептеу қағидаларын бекіту туралы Қазақстан Республикасы Білім және ғылым министрінің 2020 жылғы 11 мамырдағы №191 бұйрығы. [Электронды ресурс]. URL: https://adilet.zan.kz/kaz/docs/V2000020622 (қаралған күні 01.12.2021)
REFERENCES
BjG resmi saity: Ulttyq qogamdyq senım kenesinin otyrysynda [At the meeting of the National Council of public trust] [Electronic resource]. URL: https://ult.kz/post/aymagambetov-inklyuzivti-bilim-zhuyesin-zhetildirudin-zholdaryn-aytty (qaralgan kuni 10.02.2022) [in Kazakh]
Bılım turaly Qazaqstan Respublikasynyn 2007 jylgy 27 shildedegi №319 Zany [Law of the Republic of Kazakhstan dated July 27, 2007 No. 319 on education] [Electronic resource]. URL: https://adilet.zan.kz/rus/docs/Z070000319_ (qaralgan kuni 15.02.2022) [in Kazakh]
Uznadze D.N. Psihologia ustanovki [Psychology of installation]. – Piter: SPb, 2001. – 416 s. [in Russian]
Baiseitova J.B. Deviantnoe povedenie: teoria i praktika: monografia. [Deviant behavior: theory and practice: monograph]. – Pavlodar: nauchn. izd. sentr PGPI, 2015. – 190 s. [in Russian]
Slastenin V.A., Isaev I.F., Shianov E.N. Pedagogika [Pedagogy]. – M.: Izdatelskiy sentr «Akademia», 2013. – 576 s. [in Russian]
Hmel N.D. Teoreticheskie osnovy profesionalnoi podgotovki uchitelia [Theoretical foundations of teacher training]. – Almaty: Gylym, 1998. – 320 s [in Russian]
Samoderjenkov A.N., Kardanova E.Iu., Satova A.K., Orel E.A., Kulikova A.A., Mombieva G.A., Kazahbaeva G.İ., Duisenbaeva A.O. Oсenka psihologicheskoi gotovnosti studentov pedagogicheskih vuzov k profesionфlnoi deiatelnosti [Assessment of psychological readiness of students of pedagogical universities for professional activity] – Moscow: Voprosy obrazovania/Educational Studies Moscow, 2021. – №3. – S. 114–137. [Electronic resource]. URL: https://doi.org/10.17323/1814-9545-2021-3-114-137 [in Russian] (qaralgan kuni 15.03.2022)
Aidarov B.J., Kamalov Iu.N. Pedagogtyn kasіbi utqyrlygynyn qurylymy // Iasaui universitetіnіn habarshysy. – 2020. – №3 (117). – B. 235–243. doi.org/10.47526.2020/2664-0686.022
OECD TALIS2018 Results. Vol. II: Teachers and School Leaders as Valued Professionals. Paris: OECD, 2020. – 250 p. [Electronic resource]. URL: https://doi.org/10.1787/19cf08df-en (qaralgan kuni 21.02.2022) [in French]
OECD TALIS2018 Results. Vol. I: Teachers and School Leaders as Lifelong Learners. Paris: OECD, 2019. – 220 p. [Electronic resource]. URL: https://doi.org/10.1787/1d0bc92a-en. (qaralgan kuni 21.02.2022) [in French]
Darling-Hammond L., Hyler M.E., Gardner M. Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute, 2017. – 300 p. (qaralgan kuni 21.02.2022)
Chernobai E.V., Tashibaeva D.N. Profesionalnoe razvitie uchitelei v Rosiskoi Federasii i Respublike Kazahstan. Po rezultatam issledovania TALIS 2018 [Professional development of teachers in the Russian Federation and the Republic of Kazakhstan. According to the results of the TALIS 2018 study]. Moscow: Voprosy obrazovania/Educational Studies Moscow, 2020. – №4. – S. 141–164. DOI: 10.17323/1814-9545-2020-4-141-164 [data obrawenia: 15.02.2022] [in Russian]
Alehina S.V., Alekseeva M.N., Agafonova E.L. Gotovnost pedagogov kak osnovnoi faktor uspeshnosti inkluzivnogo prosesa v obrazovanii [Readiness of teachers as the main factor of success of the inclusive process in education] // Psihologicheskaia nauka i obrazovanie. – 2011. – Tom 16. – №1. – S. 83–92. [in Russian]
Jukenova G.B., Kojahmetova D.M. Psihologo-pedagogicheskie i organizasionnye uslovia sovmestnogo obuchenia detei s osobymi obrazovatelnymi potrebnostiami (na primere Akkolskoi srednei shkoly №4 [Psychological, pedagogical and organizational conditions for co-education of children with special educational needs (on the example of the Akkol secondary School No. 4)] // Pedagogika jane psihologia. – 2021. – №2 (47). – S. 41–50. [in Russian]
Erekshe bilim beru qajettilikterin bagalau qagidalaryn bekitu turaly Qazaqstan Respublikasy Bilim jane gylym ministrinin 2022 jylgy 12 qantardagy №4 buirygy [Order of the minister of Education and science of the Republic of Kazakhstan dated January 12, 2022 No. 4 on approval of the rules for assessing special educational needs]. [Electronic resource]. URL: https://adilet.zan.kz/kaz/docs/V2200026618. (qaralgan kuni 01.12.2021) [in Kazakh]
Memlekettik uiymdar Pedagogtеrinin jalaqysyn esepteu qagidalaryn bekitu turaly Qazaqstan Respublikasy Bilim jane gylym ministrinin 2020 jylgy 11 mamyrdagy №191 buirygy [Order of the minister of Education and science of the Republic of Kazakhstan dated May 11, 2020 No. 191 on approval of the rules for calculating the salary of Teachers of state organizations]. [Electronic resource]. URL: https://adilet.zan.kz/kaz/docs/V2000020622 (qaralgan kuni 01.12.2022) [in Kazakh]
