• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Technology, Education and Development Conference >(782) SELF-ASSESSMENT OF PROFESSIONAL COMPETENCE FOR TEACHERS' WORK IN INCLUSIVE EDUCATION
【24h】

(782) SELF-ASSESSMENT OF PROFESSIONAL COMPETENCE FOR TEACHERS' WORK IN INCLUSIVE EDUCATION

机译：（782）在包容性教育中对教师工作的专业能力进行自我评估

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In order to provide a successful inclusive education for pupils with special needs it is essential for the teachers to have professional skills related to providing optimal learning environment for each student. According to this concept, the basis of effective inclusion process is the educational institution’s culture, which affects inter-related areas: providing support for pupils’ participation and diversity in the educational process as well as the use of appropriate teaching methods and resources. In inclusive education practice each pupil is respected as a unique personality. Consequently, the teachers must understand expressions of developmental disorders of children. At the same time it is important to encourage the social integration of children with special needs, and to ensure the communication with the pupils and colleagues as well as cooperation with the parents. These conditions suggest that acquiring teacher’s professional competence for work in inclusive settings must be strategically planned and implemented in higher education programs. In response to the changes in the educational environment, teachers require regular further education. The aim of the research presented in this publication is to critically evaluate the results of further education programs in relation to ensuring an effective teacher’s professional activity in the context of inclusive education. For supporting the topicality of the problem the survey data of further education course participants are summarized over a longer period of time. This study reflects on psychological traits indicators of teachers - professionals’ personality. For the research purposes the competence of providing an effective education process for the students with special needs and the skills of organizing pedagogical activities for children with special needs in a general education school are emphasized. For statistical analysis of the research data the following methods are employed: descriptive statistics, Kruskal-Wallis test, Kendall rank correlations. The analysis of obtained research results demonstrates the need to improve the teachers' skills for diagnosing the special needs of learners. At the same time research results acknowledge the constraints characteristic for teacher’s professional competence in terms of building effective interaction with the children and colleagues. This situation can encourage the discussion about teachers’ abilities to develop and implement individual learning plans. The obtained research data confirms that when implementing teachers’ further education it is necessary to ensure a close link between the acquisition of theoretical knowledge and its practical implementation in the particular educational institution.
机译：为了为具有特殊需求的学生提供成功的包容性教育，教师必须具有与为每个学生提供最佳学习环境的专业技能。根据这一概念，有效包容过程的基础是教育机构的文化，影响与相关的地区有关：为学生的参与和多样性提供教育过程以及使用适当的教学方法和资源。在包容性教育实践中，每个瞳孔都被视为一种独特的个性。因此，教师必须了解儿童发育障碍的表达。与此同时，鼓励有特殊需求的儿童的社会融合，并确保与学生和同事们的沟通以及与父母的合作。这些条件表明，必须在高等教育计划中策略计划和实施在包容性环境中获取教师的专业能力。为应对教育环境的变化，教师需要经常进一步的教育。本出版物中提出的研究的目的是批判性地评估进一步教育方案的结果，以确保有效的教师在包容性教育背景下的专业活动。为了支持问题的主题，进一步教育课程参与者的调查数据在更长的时间内总结了。本研究反映了教师的心理特质指标 - 专业人士的个性。对于研究来说，为具有特殊需求的学生提供有效教育进程的能力，并强调了在一般教育学校中为有特殊需要的儿童组织教学活动的技能。对于研究数据的统计分析，采用以下方法：描述性统计，Kruskal-Wallis测试，肯德尔等级相关性。获得的研究结果分析表明，需要提高诊断学习者特殊需求的教师技能。同时研究结果对教师专业能力的约束特征，了解与儿童和同事的有效互动。这种情况可以鼓励讨论教师的发展和实施个别学习计划的能力。所获得的研究数据确认，在实施教师的进一步教育时，有必要确保收购理论知识和特定教育机构的实际实施之间的密切联系。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号