Conceptual bases of training of future teacher for social and pedagogical work in the conditions of inclusive education

Conceptual bases of training of future teacher for social and pedagogical work in the conditions of inclusive education

 

Abstract

Now the active appeal to inclusive education thanks to which all children with limited opportunities of health can get quality education at comprehensive school and by that to have equal opportunities for active realization of the abilities in society is around the world observed. In this connection, preparation of professional shots for work with children of different opportunities becomes one of the most important tasks of the higher school. Development of conceptual bases of training of future teacher in the conditions of inclusive education becomes the most important and multilateral problem demanding carrying out careful researches. In this article on the basis of the analysis of tendencies of development of the higher education in Kazakhstan and abroad the purposes, tasks, methodological approaches and the principles of preparation of pedagogical shots for social and pedagogical work at inclusive school are considered. The solution of the problem of updating of training of future experts at the higher school will allow to enter intensively inclusive education in the country; will increase the level of professional competence of graduates, i.e. will satisfy inquiries of all consumers of educational services - persons, societies, the states.

In 2008 Kazakhstan signed the Convention of the UN on the rights of disabled people within which we undertake to provide the equal rights for quality education. To realize the tasks designated in the Convention support not only the states, but also, first of all, preparation of the competent professional shots capable at the high level to provide training and education of all children irrespective of their physical and mental capacities is necessary.

In this regard special sharpness and relevance is gained by definition of conceptual bases of training of future teacher in the conditions of inclusive education in Kazakhstan. Development of conceptual bases of training of future teacher includes definition of prospects of development of the higher school, the purposes, tasks, approaches and the principles. Conceptual bases also consider features of development of modern society when every year the number of children with limited opportunities of health grows, economic and spiritual crisis is aggravated, for various reasons the social orphanhood catastrophically increases, negative attitude to disabled people is observed.

In the course of development of conceptual bases of training of future teacher for social and pedagogical work in the conditions of inclusive education we relied on works of the scientists dealing with problems of introduction of inclusive education, vocational training of future experts, social and pedagogical work.

Abroad Salisbury C.L dealt with issues of inclusive education., Palombaro M.M., Hollowood W.M., SheaT.M., BauerA.M., Trow M., Loshakova I.I., Yarskaya-Smirnov E.R., Semago M. M., Semago N. Ya., V.O.'s Braids, etc. [1,2,3] They developed system of the principles of realization of ideas of inclusive training, and also ways of development of practice of inclusive training of children with disability.

In Kazakhstan inclusive education began to take root only since 2011 therefore fundamental researches on this problem are absent. There are separate works considering some aspects of inclusive education: Movkebayeva Z.A., Suleymenova R. A., Ersarina A.M., etc. In these works realization conditions, the organization, opportunities, methodological approaches of development of inclusive education reveal.

Works on social and correctional pedagogics of the Russian scientists (Ilyina S.Yu. are of special interest for our research., Cantor V. Z., Nikulina G. V., Kamayev I.A., Pozdnyakova M. A., Romanov P.V., Semenova K.A., Slyusareva E.S., Culms V.P., Shumilovskaya Yu.V.)

Among the Kazakhstan scientists it is necessary to mark out the following authors: Halykova B. S., Katkenov K.A., Zhalmukhamedova A.K., Denisova I.A., Bobrova V. V., etc.

With limited opportunities in psychological aspect Namazbayeva Zh.I. works are devoted to researches of children., Almagambetova A.N., Iskakova M. S., Makina L. K., etc.

Works on medico-socially escort of the child with limited opportunities: Autalipova U.I., Albitsky V. Yu., Galiyev S. H., Bazhenova E.A., Rams And., Rams Yu.N., Barashnev Yu.N., Bondarenko G. I., Bondarenko E.S., Cooper V.N., Gudonis V., Navitskiyene V., Doskin V.A., Yermolina L.A., Kazantseva L.Z., Novikov P.V., Kasymova G. M., Katayeva A.A., Strebeleva E.A., Kenzhegulova R. B., Mukhamedrakhimov R. Zh., Rakisheva Z.B., Saulebekova L.O., Kachurina D. R., Tastanbekov B. D., Khusainova Sh. N., etc. are devoted to medical, social, correctional and pedagogical support on the basis of interaction of educational bodies, health care, social protection, parents and public organizations, etc.

Questions of readiness of future teacher were developed by scientists of Levynites N.D., Platonov K.K., Kovalyov A.G., Kandybovich L.A., Chamata P.R., Dyachenko M. I.

The significant contribution to studying of problems of the theory and technique of professional education in our country was brought by scientists Abdymanapov S. A., Akhmetova G. To, Aryngazin K.M., Kargin S. T., Kozhakhmetova K.Zh., Kokanbayev S.Z., Kusainov A.K., Magauova A.S., Minzhanov N. A., Mukanova S.D., Seyteshev A.P., Sarsenbayeva B. G., Taubayev Sh. T., N.D. Hop, etc.

Development of conceptual bases of training of future teacher for social and pedagogical work in the conditions of inclusive education is the cornerstone three provisions: The first. Essence of development of inclusive education as parts of the general education which in general, is defined as the coeducation and education of disabled children and healthy children at comprehensive school directed on creation of special conditions for receiving quality education by them taking into account individual educational requirements.

In the international document of UNESCO "The guidelines of policy in the field of inclusive education" inclusive education is defined as "… the process connected with transformations at schools and in other centers of training which work covers all children, including boys and girls studying from ethnic and language minorities, the population living in rural areas of those children who are affected by HIV and AIDS, and also of disabled children and children meeting difficulties in training and urged to give opportunities of training in all young people and adults. Its purpose consists in elimination of the social exclusion which is different consequence of negative attitudes and lack of due response to distinctions on the basis of race, an economic situation, social accessory, an ethnic origin, language, religion, a floor, sexual orientation and individual abilities". [4]

The second. Inclusive education fully realizes idea of humanistic pedagogics in this connection, it is natural that conceptual bases of training of future teacher for social and pedagogical work in the conditions of inclusive education have to be humanistic both according to the contents, and on realization.

The humanization of pedagogical process assumes concentration on the personal focused training and education which creates the atmosphere of psychological safety and gives the chance for self-realization of the personality in society. The task of the teacher consists in creating comfortable conditions for self-expression by the identity of the internal nature, to disclosure of opportunities, development of abilities that promotes formation in the future of such important qualities and properties of the free personality as self-control, self-organization, self-government, self-reproduction which in general promote professional and personal self-realization. 

Creation of the humanistic atmosphere in higher education institution will allow to create in the future at students humanistic outlook which will allow it to follow further the basic rules of interaction with children in the course of the organization of social and pedagogical work: to love and accept each child such what he to eat, respect the rights and a personal freedom, to trust in boundless the child's opportunities, to consider features of children in the course of the organization of pedagogical process, to approve a position of the active, conscious, equal accomplice of joint educational activity in the personality, to refuse negative methods of influence, etc.

The third. Essence of social and pedagogical work of the teacher in the conditions of inclusive education. Social and pedagogical work as one of the directions of professional activity of the teacher assumes creation of conditions for successful socialization of pupils, their personal growth and self-realization, rendering the social help to children and their families, the organization of pedagogically justified activity of pupils.

Important the directions of social and pedagogical work of the teacher in the conditions of inclusive education are:

1. Creation of favorable psychological climate in student's staff of inclusive school;

2. Assistance to a family and the child, appeared in a difficult life situation;

3. Involvement of children, parents, experts, administrations to implementation of social and pedagogical actions, actions;

4. Implementation of individual and group education and consultation of children, parents, teachers, administrations concerning inclusive education, and also various problem situations, the conflicts, features of education and training of children in a family, etc.;

5. Design, development of plans and programs for various activities of inclusive school.

Thus, conceptual bases of training of future teacher for social and pedagogical work in the conditions of inclusive education assume the accounting of three components - blocks of the considered problem: 1. Inklyuziya pedagogics, 2. Humane pedagogics, 3. Theory of social and pedagogical work.

In this regard, conceptual bases of training of future teacher in the conditions of inclusive education assume such orientation in the maintenance of the higher education which will promote formation of important inclusive competences of experts in the course of the organization of social and pedagogical work. Inclusive competence of the teacher is the professional competence making him. For the purpose of definition of essence of inclusive competence of the teacher, we analysed such concepts, as: "competence", "competence", "professional competence", etc.

The big contribution to development of problems of competence was made by the Russian researchers L.P. Alekseeva, V. I. Baydenko, I.A. Zimney, G. I. Ibragimova, V.A. Kalney, N. V. Kuzmina, A.K. Markova, L.M. Mitina, A.M. Novikova, L.A. Petrovskaya, M. V. Pozharskoy, N. S. Shablygina, S.E. Shishova, A.V. Hutorsky, etc.

In the Small explanatory dictionary of Russian the concept "competence" is treated as awareness, authoritativeness. [5] Today there is a different understanding of such terms as "competence" and "competence". According to dictionary data, "competence" (from armor. competere - to achieve, correspond, approach) means set of powers of the government bodies or officials defining borders of competences in the course of implementation of the functions by them, and also a circle of questions in which this person possesses knowledge and experience. [5]

And "competence" - personal opportunities of the official and his qualification (knowledge, experience) allowing to take part in development of a certain circle of decisions or to resolve issues most, thanks to existence at it a certain knowledge, skills or the level of education of the personality which is defined by extent of mastering theoretical means of cognitive or practical activities [6].

A.V.Khutorskoy, distinguishing the concepts "competence" and "competence", offers the following definitions:

Competence – possession, possession of the person of the corresponding competence including his personal attitude towards her and object of activity.

Competence includes set of the interconnected qualities of the personality (the knowledge, abilities, skills, ways of activity) set in relation to a certain circle of the subjects and processes and necessary for high-quality productive activity in relation to them.

In psychology and pedagogical literature there are some approaches in understanding of professional competence of future teachers.

Such authors as: E.S.Barazgova, L. A. Belyaeva, I. V. Bestuzhev-Lada, Yu.R. Vishnevsky, G.E.Zborovsky, F.G.Ziyatdinova, L. N. Kogan, G. B. Korableva, N. A. Matveeva, V. Ya. Nechayev, A. M. Osipov, L. Ya. Rubina, M. N. Rutkevich, F.R. Filippov, N. I. Shatalova, E.A.Shuklina, etc. considered professional competence of teachers on the basis of studying of factors of the social environment.

N. P. Belyatsky, V. Zigert, I. Kokorev, E.I. Komarov, L. Lang, G. Latfullin, N. G. Lyubimov, A. Maslou, L. Petter, etc. studied professional competence of social, administrative, economic and production spheres.

K. A. Abulkhanova-Slavskaya, B. G. Ananyev, E.A. Antsyferova, E.A.Bratus, etc. investigated professional competence from positions of personal formation of the person as continuous process of its development. These authors consider professional activity as the important defining factor of personal development, self-realization, wellbeing.

The leading Kazakhstan scientists Sh. Abdraman, B. A. Abdykarimov, G. K. Akhmetova, S. Ya. Batyshev, N. A. Zavalko, S. T. Kargin, K.M. Kertayeva, B. T Kenzhebekov, S.Z. Kokanbayev, N. A. Minzhanov, Zh.Zh. Nauryzbay, A.A. Usmanov, N. D. Hmel, etc. were engaged in a scientific-theoretical basis of formation and development of professional competence of the expert of various areas of professional activity.

N.D.Khmel defines professional competence of the teacher as unity of its theoretical and practical readiness for implementation of pedagogical activity [7].

Kenzhebekov B. T. gives such definition to professional competence is a set of the integrated fundamental knowledge, the generalized abilities and abilities of the person, his professionally significant and personal qualities, high level of technological effectiveness, culture and skill, creative approach to the organization of activity, readiness for continuous self-development. [8]

On Markova A.K. researches. such work of the teacher in which at rather high level pedagogical activity is carried out, pedagogical communication is professionally competent from this point of view, the identity of the teacher is realized, in kotokry good results in proficiency and a vospiktannost of school students are reached (these parties make five blocks of professional competence). Thus the kompetentknost of the teacher decides also by a ratio in its realkny work of what his professional knowledge and an umekniya, on the one hand, and professional positions, psychological qualities — on another. [9]

The carried-out analysis of above-mentioned researches allows us to consider professional competence of several aspects:

1. Professional competence of the teacher of a certain educational area (teacher, tutor, teacher-speech pathologist, social teacher, educational psychologist).

2. Professional competence of the teacher of various types of establishments (general education, inclusive, special (correctional) schools, etc.)

3. Professional competence of the teacher of work with various categories of children, with parents, representatives of public organizations. Professional competence of future teacher of social and pedagogical work in the conditions of inclusive school which includes the following basic professional competences of the expert is considered by us:

• understanding and acceptance by future experts of value of each personality;

• understanding of the importance of inclusive education for successful socialization of children with limited opportunities of health;

• deep personal interest in implementation of social and pedagogical activity in the conditions of inclusive education;

• tendency in the future on creation in student's collective of the atmosphere of trust, mercy to disabled children as to equal members of society;

• ability to perceive, process, keep and reproduce necessary information for the solution of social and pedagogical problems of inclusive education;

• ability to a reflection of social and pedagogical activity in the conditions of inclusive education;

• ability to solve specific professional objectives in pedagogical process of inclusive school;

• ability to carry out diagnostics of a level of development of student's collective, development of the personality, proficiency and good breeding of certain pupils, features of the interpersonal relations, a microclimate of a family and society, a condition of pedagogical process in general in the conditions of inclusive education;

• ability to expect results of social and pedagogical activity in the conditions of inclusive education;

• ability of designing of social and pedagogical activity in the conditions of inclusive education taking into account needs of pupils, parents, subject teachers, administration, representatives of public organizations;

• ability of creative implementation of social and pedagogical activity at inclusive school;

• ability to carry out constructive interaction with subjects of pedagogical process, promoting effective implementation of inclusive education;

• possession of traditional and innovative technologies of implementation of social and pedagogical work with children with different educational requirements and different types of violations for development;

• ability to analyze, compare, generalize the pedagogical phenomena, to carry out skilled and experimental work.

The carried-out analysis of GOSO, standard plans and programs of the higher and postgraduate education (bachelor degree, magistracy, doctoral studies) showed that the current state of training of future teachers, unfortunately, doesn't promote formation of above-mentioned professional competences that demands updating of system of the higher pedagogical education which has to mention not only the substantial party of training of specialists, but also technological.

Changes of the substantial party of training of future teacher have to provide inclusion in normative documents of the higher and postgraduate education of new disciplines general education, basic and main cycles, the organizations of inclusive education connected with problems, for example: "Inklyuziya pedagogics", "Bases of inclusive education", "Social and pedagogical work in the conditions of inclusive education", "Training of future teacher in the conditions of inclusive education", etc.

Changes of the technological party of training of future teacher have to be connected with carrying out laboratory works and professional the practician on bases of inclusive educational institutions, and also modernize implementation of pedagogical process taking into account the latest developments of world experience.

Realities of modern education demand training of the highly qualified specialists possessing professional competences and necessary knowledge and skills in the field of inclusive education, and also creative potential.

Mastering future expert of above-mentioned professional competences defines his professional readiness for implementation of social and pedagogical work in the conditions of inclusive education.

Thus, education of comprehensively developed identity of the expert, humane, competent, mobile, ready to inclusive education, capable to effective interaction with children, parents, experts (the social teacher, the speech pathologist, the educational psychologist, health workers, representatives of public organizations), aimed at creation of conditions for successful integration of children into society, independently the otikh of physical, mental, intellectual and touch capacities has to become a main goal of training of future teacher for social and pedagogical work in the conditions of inclusive education.

Proceeding from a goal, we allocate the following problems of training of future teacher for social and pedagogical work in the conditions of inclusive education:

1. to promote mastering methodological and conceptual knowledge of pedagogics of an inklyuziya;

2. to promote mastering innovative technologies, forms, methods, means of the organization and implementation of social and pedagogical work;

3. to promote education at future teacher of important personal and professional qualities and properties (humanity, mercy, tolerance, trust, responsibility, confidence, etc.).

At the heart of training of future expert for social and pedagogical work in the conditions of the inclusive education considered from the conceptual point of view some methodological approaches lie: axiological, personal, activity, system, complex, deontologichesky.

Axiological approach (B. M. Bim-Bud, M. A. Galaguzova, B. S. Gershunsky, B. G. Kuznetsov, N. D. Nikandrov, Z. I. Ravkin, V.A. Slastenin, E. N. Shiyanov, etc.) to training of future expert for social and pedagogical work in the conditions of inclusive education assumes formation of valuable potential of the student. This approach is directed on formation of humane professional and valuable orientations of future teacher in the course of his preparation in HIGHER EDUCATION INSTITUTION. The student needs to be considered as the personality bearing and broadcasting values of culture and creating the humane environment for full development of the child in the future.

Such important philosophical category as "value" which in anthropological sciences is considered in various aspects is the cornerstone of axiological approach. Traditionally value is understood as something important, significant, useful, spiritual, material, personal, moral, desirable. Values act as peculiar reference points in the human lives reflecting its attitude towards themselves, to people around, the nature, culture, etc.

On the basis of values valuable orientations are formed. Valuable orientations – the most important elements of internal structure of the personality fixed by life experience of the individual, all set of his experiences. They delimit essential and important for this person from the insignificant. Set of the developed, settled valuable orientations forms some kind of axis of consciousness providing the stability of the personality, continuity of a certain type of behavior and activity expressed in an orientation of requirements and interests. Owing to this fact valuable orientations act as the important factor causing motivation of actions and acts of the personality [10].

Important valuable orientations of future teacher in the conditions of inclusive education are:

• respect and recognition of dignity of the identity of the child;

• belief in abilities of each child irrespective of his physical and mental capacities;

• an individual approach to all children;

• creation of the comfortable environment for full development and self-realization of all children;

• pedagogical cooperation with subjects of pedagogical process (children, parents, colleagues, administration, representatives of public organizations);

• recognition of a human right on self-determination, love, understanding, the help, care, attention;

• creative approach to the organization of pedagogical process.

V. I. Andreyev allocates with the basic methodological principles of axiological approach of training of future teacher the following:

- the axiological metaprinciple approving valuable approach to studying of the pedagogical phenomena and processes;

- the culturological metaprinciple involving future teacher "in a force field of cultural universal values";

- the humanistic metaprinciple denying technocratic, znaniyetsentristsky approach to education and proclaiming a humanization and humanitarization of education, creation of conditions for blossoming and realization of intrinsic forces of each participant of pedagogical process [11].

Personal approach (O. V. Bondarevskaya, V. V. Serikov, K.K. Platonov, etc.) training of future teacher for social and pedagogical work in the conditions of inclusive education assumes the accounting of specific features of students which provides processes of self-knowledge, self-control, a samokrealization, self-improvement of the identity of the child.

The basic principles of personal approach is the following:

- the principle of identity assuming not only the accounting of specific features of students, but also creation of the comfortable environment for development of their identity and creative self-expression;

- the principle of self-realization connected with search of opportunities of the student and use of its internal potentialities for the maximum realization in society;