Формування готовності майбутніх учителів початкових класів до оцінювальної діяльності в умовах інклюзивної освіти
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Дата
2017
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У дисертації виявлено ступінь розробленості проблеми формування готовності майбутніх учителів початкових класів до оцінювальної діяльності в умовах інклюзивної освіти. Визначено сутність та компоненти готовності майбутніх учителів початкових класів до оцінювальної діяльності в умовах інклюзивної освіти. Розроблено модель формування готовності майбутніх учителів початкових класів до оцінювальної діяльності в умовах інклюзивної освіти. Теоретично обґрунтовано педагогічні умови формування готовності майбутніх учителів початкових класів до оцінювальної діяльності в процесі інклюзивної освіти: формування позитивної мотивації у майбутніх учителів початкових класів щодо прояву педагогічної творчості в оцінювальній діяльності в умовах інклюзивної освіти; корекція на основі контекстного підходу змісту навчальних дисциплін щодо формування у майбутніх учителів початкових класів уявлення про специфіку оцінювальної діяльності в умовах інклюзивної освіти; активізація суб’єкт-суб’єктної взаємодії учасників освітнього процесу через упровадження інноваційних методів та форм підготовки майбутніх учителів початкових класів до роботи в умовах інклюзивної освіти. Експериментально перевірено ефективність педагогічних умов формування готовності майбутніх учителів початкових класів до оцінювальної діяльності в процесі інклюзивної освіти.
The thesis substantiates that primary school teacher’s readiness for evaluation activity in conditions of inclusive education is a complex of personal-professional characteristics of the future specialist, acquired in the context of formation of inclusive competence during professional-pedagogical training and quasi-professional activity, that ensure effective implementation by the teacher of a complex of functions of evaluation activity in conditions of joint education of junior pupils with different educational needs. It is found out that the future primary school teacher’s readiness for evaluation activity in conditions of inclusive education implies the integration unity of the following components: motivational (personality-value motivation of the future primary school teacher in relation to creative organization of interaction with children who have special educational needs, application of an objective and at the same time tolerant approach to assess the competences of pupils with different educational needs); cognitive (psychological-pedagogical and socio-pedagogical education of the future primary school teacher in the field of inclusive education, as well as knowledge and skills in forecasting, planning and organization of evaluation activities in accordance with the set pedagogical goals and tasks); activity (possession of the methodology for evaluating the key, subject and inter-subject competences of primary school pupils, use of opportunities for evaluation activity in order to increase the level of socialization of primary school children with special educational needs); reflexive (formed need for introspection and the desire for professional self-development and pedagogical creativity). The model of forming of the future primary school teachers’ readiness for evaluation activity in the inclusive educational environment is developed. The model is considered as a complex, open, dynamic system, built on the basis of systemic, structural, personality-activity, competence, axiological, technological, environmental approaches and consists of theoretical-methodological, target, content-procedurul and productive blocks; it reflects a holistic pedagogical process of forming of the future primary school teachers’ readiness for evaluation activity in conditions of inclusive education, and the result of its implementation is an increase in the level of investigated readiness. Pedagogical conditions for the formation of the future primary school teachers’ readiness for evaluation activity in the process of inclusive education are defined as specially created, purposeful and pedagogically guided circumstances, requirements, factors that can change the process of professional training of the future primary school teachers, direct all its components (purpose, objectives, principles , content, forms, methods, etc.) on the development of inclusive competence of the future specialists in the field of evaluation of key, subject and inter-subject competences of pupils through the promotion of the dynamic progress of all the components of readiness for evaluation activity. The following pedagogical conditions have been substantiated and experimentally checked: formation of positive motivation in the future primary school teachers in relation to manifestation of the pedagogical creativity in the evaluation activity in the inclusive educational environment; correction on the basis of a context-based approach to the content of special disciplines in relation to formation of the future primary school teachers’ ideas on the specifics of evaluation activities in the inclusive educational environment; activation of the subject-subjective interaction of participants in the educational process through the introduction of innovative methods and forms of the future primary school teachers’ training for work in the inclusive educational environment. Diagnostic tools for determining the readiness levels of the future primary school teachers for evaluation activities in conditions of inclusive education, the programme and methodological provision of the author’s special course “Assessment of the key competencies of the primary school pupils in conditions of inclusive education” has been developed.
The thesis substantiates that primary school teacher’s readiness for evaluation activity in conditions of inclusive education is a complex of personal-professional characteristics of the future specialist, acquired in the context of formation of inclusive competence during professional-pedagogical training and quasi-professional activity, that ensure effective implementation by the teacher of a complex of functions of evaluation activity in conditions of joint education of junior pupils with different educational needs. It is found out that the future primary school teacher’s readiness for evaluation activity in conditions of inclusive education implies the integration unity of the following components: motivational (personality-value motivation of the future primary school teacher in relation to creative organization of interaction with children who have special educational needs, application of an objective and at the same time tolerant approach to assess the competences of pupils with different educational needs); cognitive (psychological-pedagogical and socio-pedagogical education of the future primary school teacher in the field of inclusive education, as well as knowledge and skills in forecasting, planning and organization of evaluation activities in accordance with the set pedagogical goals and tasks); activity (possession of the methodology for evaluating the key, subject and inter-subject competences of primary school pupils, use of opportunities for evaluation activity in order to increase the level of socialization of primary school children with special educational needs); reflexive (formed need for introspection and the desire for professional self-development and pedagogical creativity). The model of forming of the future primary school teachers’ readiness for evaluation activity in the inclusive educational environment is developed. The model is considered as a complex, open, dynamic system, built on the basis of systemic, structural, personality-activity, competence, axiological, technological, environmental approaches and consists of theoretical-methodological, target, content-procedurul and productive blocks; it reflects a holistic pedagogical process of forming of the future primary school teachers’ readiness for evaluation activity in conditions of inclusive education, and the result of its implementation is an increase in the level of investigated readiness. Pedagogical conditions for the formation of the future primary school teachers’ readiness for evaluation activity in the process of inclusive education are defined as specially created, purposeful and pedagogically guided circumstances, requirements, factors that can change the process of professional training of the future primary school teachers, direct all its components (purpose, objectives, principles , content, forms, methods, etc.) on the development of inclusive competence of the future specialists in the field of evaluation of key, subject and inter-subject competences of pupils through the promotion of the dynamic progress of all the components of readiness for evaluation activity. The following pedagogical conditions have been substantiated and experimentally checked: formation of positive motivation in the future primary school teachers in relation to manifestation of the pedagogical creativity in the evaluation activity in the inclusive educational environment; correction on the basis of a context-based approach to the content of special disciplines in relation to formation of the future primary school teachers’ ideas on the specifics of evaluation activities in the inclusive educational environment; activation of the subject-subjective interaction of participants in the educational process through the introduction of innovative methods and forms of the future primary school teachers’ training for work in the inclusive educational environment. Diagnostic tools for determining the readiness levels of the future primary school teachers for evaluation activities in conditions of inclusive education, the programme and methodological provision of the author’s special course “Assessment of the key competencies of the primary school pupils in conditions of inclusive education” has been developed.
Опис
Ключові слова
оцінювальна діяльність, майбутній учитель початкових класів, процес інклюзивної освіти, формування готовності до оцінювальної діяльності, педагогічні умови, модель, evaluation activity, future primary school teacher, inclusive education, formation of readiness for evaluation activity, pedagogical conditions, model
Бібліографічний опис
Волкова, К. С. Формування готовності майбутніх учителів початкових класів до оцінювальної діяльності в умовах інклюзивної освіти [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.04 – теорія і методика проф. освіти / К. С. Волкова ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [наук. керівник О. І. Рассказова]. – Суми, 2017. – 20 с.