Inclusive education as a factor of formation readiness of future teachers

Volume 7 (2022), No. 1, pp. 76–82

[ PEDAGOGICAL SCIENCES ]

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Abstract:

This article discusses the conditions for preparing future teachers to work in the inclusive education system. This study is aimed at studying the influence of a set of pedagogical conditions, such as: the possession of an information (knowledge) system by future teachers to work in the inclusive education system; the formation of psychological (personal) readiness of future teachers to work in the inclusive education system; the inclusion of future teachers in professional (activity) activities in order to gain experience to work in the system of inclusive education. Conducting a pedagogical experiment within the framework of this problem was accompanied by the development of methodological, theoretical and methodological support, the implementation of diagnostic studies. The experiment provided for testing the influence of each selected pedagogical condition on the level of readiness of future teachers to work in the inclusive education system. As a result, this experiment led to an increase in the indicators of training future teachers to work in the inclusive education system.

Keywords:

inclusive education, pedagogical conditions, future teachers, bachelor’s degree, experiment

Authors:

Anastasiya Yu. Tsirelnikova, Senior Lecturer of the Department of Pedagogy of Vocational Education of the Amur Humanitarian Pedagogical State University, Komsomolsk-on-Amur, Russia;

Oleg A. Bulavenko, Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy of Vocational Education, Amur Humanitarian Pedagogical State University, Komsomolsk-on-Amur, Russia.

For citation:

Tsirelnikova A.Yu., Bulavenko O.A. Inclusive education as a factor of formation of readiness of future teachers // Social competence. 2022. Vol. 7. No. 1. pp. 76-82.

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