TRAINING OF THE FUTURE PRIMARY SCHOOL TEACHER TO WORK WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS (SEN): A COMPETENCE APPROACH
DOI:
https://doi.org/10.35433/pedagogy.3(118).2024.8Keywords:
inclusive education, competence, professional competence, inclusive competence, children with special educational needs (SEN), inclusive resource center, training of future primary school teachersAbstract
The article highlights the preparation of primary school teachers to work in inclusive classes. The development of inclusive competence, which includes knowledge of inclusive pedagogy, psychology and corresponding medical aspects, as well as the formation of empathy, communication skills and organizational abilities, are identified as the ones of primary importance.
Updating the content of educational programs and practical classes are key to ensuring quality training of future teachers. A teacher's professional competence includes pedagogical flexibility, knowledge of special methods, differentiation skills, continuous professional development and legal literacy. These aspects are critically important for successful work in the conditions of inclusive education and effective preparation of teachers for modern challenges of the educational system. Separately, the author considered theoretical approaches to the professional training of teachers, in particular, the competence approach and its influence on the modernization of educational programs.
The article emphasizes the dependence of the effectiveness of the educational process on the professional training of teachers, who must consider the age and individual characteristics of students, as well as ensure the adaptation of the educational process in accordance with new challenges. The role of inclusive education and the importance of relevant competencies in the preparation of teachers to work in inclusive classes are investigated.
The author analyzed modern educational programs and training practices of future primary school teachers, in particular, noted the flaws in existing practices and the need to improve curricula to ensure effective training in conditions of inclusion. Emphasis is placed on the importance of acquiring key competencies such as professional social adaptability, empathy and communication skills. It was determined that the "Fundamentals of Inclusive Pedagogy" course has a special role in training, which should cover both theoretical and practical aspects of working with children with special educational needs.
The article offers ways to improve educational programmes and teacher training practices to ensure their readiness to work in the conditions of inclusive education, focusing on the need to integrate new educational components and focuses.
References
Antonova, O.Ye. (2017). Pedahohichni umovy pidhotovky vchytelia do tvorchoi profesiinoi diialnosti [Pedagogical conditions of teacher training for creative professional activity]. Teoretychni i metodychni zasady rozvytku i samovdoskonalennia osobystosti pedahoha-novatora v konteksti modernizatsii novo ukrainskoi shkoly [Theoretical and methodological principles of the development and self-improvement of the personality of the innovative teacher in the context of the modernization of the new Ukrainian school]: zb. nauk.-metod. prats / za red. O.A. Dubaseniuk. Zhytomyr: Vyd-vo Evenok O.O. [in Ukrainian].
Antonova, O.Ye., & Maslak, L.P. (2011). Profesiina pedahohichna osvita: kompetentnisnyi pidkhid [Professional pedagogical education: competence approach]: monohrafiia / za red. O.A. Dubaseniuk. Zhytomyr: Vyd-vo ZhDU im. I. Franka, 81-109 [in Ukrainian].
Bezliudna, N.V., & Dudnyk, N.V. (2023). Pidhotovka maibutnoho vchytelia do vprovadzhennia inkliuzyvnoi osvity v umovakh dystantsiinoho navchannia [Preparation of the future teacher for the implementation of inclusive education in the conditions of distance learning]. Akademichni vizii. – Academic visions, vyp. 20/2023. Retrieved from: https://academy_vision.org/ [in Ukrainian].
Biruk, N.P. (2023). Rozvytok krytychnoho myslennia maibutnikh vchyteliv pochatkovykh klasiv u protsesi pidhotovky [Development of critical thinking of future primary school teachers in the process of training]. Materialy mizhnarodnoi naukovo-praktychnoi konferentsii "Tsyfrova transformatsiia ta dydzhytal tekhnolohii dlia staloho rozvytku vsikh haluzei suchasnoi osvity, nauky i praktyky" – Materials of the international scientific and practical conference "Digital transformation and digital technology for the sustainable development of all branches of modern education, science and practice", t. 1, 112-114 [in Ukrainian].
Demchenko, I.I. (2014). Hotovnist uchytelia pochatkovykh klasiv do roboty v umovakh inkliuzyvnoi osvity: struktura ta diahnostyka [Readiness of elementary school teachers to work in the conditions of inclusive education: structure and diagnostics]: navch.-metod. posib. Uman: Vydavets "Sochinskyi M.", 160 [in Ukrainian].
Dubaseniuk, O.A. (2011). Pidhotovka maibutnikh uchyteliv do realizatsii pedahohichnoi dii [Preparation of future teachers for the implementation of pedagogical action]. Teoriia i praktyka pidhotovky maibutnikh uchyteliv do pedahohichnoi dii – Theory and practice of the pidnotovskiy maybutnykh teachers to pedanonic dii: zb. materialiv konf. Zhytomyr: Vyd-vo ZhDU im. Ivana Franka, 13-18 [in Ukrainian].
Inkliuzyvno-resursnyi tsentr [Inclusive resource center]. Retrieved from: https://mon.gov.ua/ua/dlya-batkiv/karta-irc-ta-zakladiv [in Ukrainian].
Kolupaieva, A. (2009). Inkliuzyvna osvita: realii ta perspektyvy [Inclusive education: realities and prospects]: monohrafiia. Kyiv: "Sammit – Knyha", 721 [in Ukrainian].
Maksymovych, O. (2011). Kompetentnisnyi pidkhid pry pidhotovtsi maibutnikh uchyteliv do profesiinoi diialnosti [A competent approach in preparing future teachers for professional activity]. Visnyk Prykarpatskoho universytetu: Pedahohika – Journal of the Carpathian University: Pedagogy, vyp. XL, ch. 2, 87-89 [in Ukrainian].
Metodyka navchannia istorii v shkoli [Methods of teaching history at school] / O.I. Pometun, H.O. Freiman. (2006). Kyiv: Heneza, 328 [in Ukrainian].
Myronchuk, N.M. (2014). Pidhotovka maibutnikh uchyteliv do praktychnoi vykhovnoi diialnosti u protsesi vyvchennia kursu "Teoriia i metodyka vykhovnoi roboty" [Preparation of future teachers for practical educational activities in the process of studying the course "Theory and Methodology of Educational Work"]. Profesiina pedahohichna osvita: stanovlennia i rozvytok pedahohichnoho znannia – Professional pedagogical education: formation and development of pedagogical knowledge: monohrafiia / za red. prof. O.A. Dubaseniuk. Zhytomyr: Vyd-vo ZhDU im. I. Franka, 363-379 [in Ukrainian].
Osvitnia prohrama spetsialnosti "Pochatkova osvita" [Educational program of the specialty "Primary education"]. Retrieved from: https://zu.edu.ua [in Ukrainian].
Sydorchuk, N.H. (2000). Rol samostiinoi navchalnoi diialnosti u pidhotovtsi maibutnikh uchyteliv do profesiinoi samoosvity [The role of independent educational activity in the preparation of future teachers for professional self-education]. Profesiina pidhotovka pedahohichnykh pratsivnykiv – Professional training of pedagogical workers: nauk.-metod. zb. / za red. O.A. Dubaseniuk, L.P. Pukhovskoi. Kyiv–Zhytomyr: Zhytomyr. derzh. ped. un-tet, 254-262 [in Ukrainian].
Synov, V.M., & Shulzhenko, D.I. (2017). Psykholohiia inkliuzyvnoi osvity uchniv zi spektrom intelektualnykh ta autystychnykh porushen [Psychology of inclusive education of students with a spectrum of intellectual and autistic disorders]. Aktualni pytannia korektsiinoi osvity (pedahohichni nauky) – Current issues of correctional education (pedagogical sciences), vyp. № 9. Retrieved from: https://aqce.com.ua/vipusk-n9-2017/sinov-vm-shulzhenko-di-psihologija-inkljuzivnoi-osviti-uchniv-zi-spektrom-intelektualnih-ta-autistichnih-porushen.html [in Ukrainian].
Slovnyk inshomovnykh sliv [Dictionary of foreign words] / uklad.: S. Morozov, M. Shkaraputa. (2000). Kyiv: Naukova dumka, 680 [in Ukrainian].
Slovnyk ukrainskoi movy: v 11 t. [Dictionary of the Ukrainian language: in 11 volumes] / [red. koleh. I.K. Bilodid (holova) ta in.]. (1970-1980). Kyiv: Naukova dumka, T. 4: I – M / [red. A.A. Buriachok, H.M. Hnatiuk, P.P. Dotsenko], 1973, 840 [in Ukrainian].
Stanhvyk, H. (1997). The policy of integrated education in Norway. Integrated learning: global experience / ed. S. Peila, K. Meiera, S. Kheharty. London, 156 [in English].
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors published in this journal agree to the following terms:
a) The authors reserve the right to author their work and grant the journal the right to first publish this work under the Creative Commons Attribution License, which allows others to freely distribute the published work with a mandatory link to the authors of the original work and the first publication of the work therein magazine.
b) Authors have the right to enter into separate additional agreements regarding the non-exclusive distribution of the work in the form in which it was published by this journal (for example, posting work in an electronic repository of the institution or publishing as part of a monograph), provided that the reference to the first publication of the work is maintained therein. magazine.
c) Journal policy permits and encourages the submission of manuscripts by the authors on the Internet (for example, in repositories of institutions or on personal websites), both prior to submitting this manuscript to the editorial board and as it contributes to the emergence of productive scientific discussion, and has a positive impact on the promptness and dynamics of citing a published work (see The Effect of Open Access).
ISSN 
