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Formation of professional competence of assistant teacher of inclusive education in secondary education institutions

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dc.contributor.author Liubarets, V.
dc.contributor.author Bakhmat, N.
dc.contributor.author Matviienko, O.
dc.contributor.author Tsykhmeisteruk, O.
dc.contributor.author Feltsan, I.
dc.contributor.author Фельцан, Інна Михайлівна
dc.date.accessioned 2024-03-13T08:56:40Z
dc.date.available 2024-03-13T08:56:40Z
dc.date.issued 2021
dc.identifier.uri http://dspace.msu.edu.ua:8080/jspui/handle/123456789/10455
dc.description Formation of professional copetence of assistant teacher of inclusive education in secondary education institutions / Liubarets V., Bakhmat N., Matviienko O., Tsykhmeisteruk O., Feltsan I. // Pedagogika-Pedagogy : Bulgarian Journal of Educational Research and Practice / ed.-in-chief Tsokov G. - Sofia, Bulgaria : Аз Буки, 2021. - Vol.93, №9. - P.1279-1294. uk_UA
dc.description.abstract The research is devoted to the theoretical and experimental study o f forming the professional competence o f a would-be teacher assistant o f inclusive education through pedagogic modeling. The authors specify the notions o f “ a tutor” (teacher assistant), “ inclusive education” , “ persons with special needs” , “ individual development program” , and “ modeling” . The essence o f “ pedagogical modeling” is defined, as well as the groups o f its objects within the professional competence o f the would-be teacher assistants in the inclusive education; the implementation o f the psychological-pedagogic modeling o f an individual development program for persons with special needs is substantiated. It is proved that any model has a sign nature, thus, the psychological bases o f the research are the theory o f contentbased summarization and the “ sign” concept o f the educational process. The study reflects the methodological system of forming the professional competence o f the would-be teacher assistants o f inclusive education through pedagogic modeling and substantiates the content component o f the model, implemented in the individual development program o f persons with special needs and through applying the relevant methods, forms and means o f education. It is proved that the efficiency o f forming the professional competence o f the teacher assistants o f inclusive education, by the means o f pedagogic modeling depends on introduction o f an experimental technique, which provides support and increase o f the qualitative indicators o f both the teaching and the personal properties o f the persons with special needs receiving educational services. Due to the synergetic impact o f professional knowledge, the would-be teacher assistants o f inclusive education develop an increased motivation to forming the professional skills and competences when working with persons with special needs. uk_UA
dc.language.iso other uk_UA
dc.subject teacher assistant uk_UA
dc.subject persons with special needs uk_UA
dc.subject inclusive education uk_UA
dc.subject individual development program uk_UA
dc.subject pedagogical modeling uk_UA
dc.subject professional competence uk_UA
dc.subject inclusion uk_UA
dc.title Formation of professional competence of assistant teacher of inclusive education in secondary education institutions uk_UA
dc.type Article uk_UA


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