Readiness of Pre-Service Teachers to Implement Inclusive Education

Authors

Assel KUDARINOVA Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0002-7088-6199
Akbota AUTAEVA Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Zhanna PAYLOZYAN Khachatur Abovyan Armenian State Pedagogical University, Yerevan, Armenia https://orcid.org/0000-0003-4596-2572
Ainagul RYMKHANOVA Karaganda Buketov University, Karaganda, Kazakhstan https://orcid.org/0000-0003-3177-4810

DOI:

https://doi.org/10.24234/wisdom.v25i1.967

Keywords:

children with special educational needs, tolerance, psychological training, internal motivation, pre-service teacher, inclusive education

Abstract

Inclusive education should ensure the successful socialization of all children, regardless of their psychophysical development and condition. The purpose of the paper was to study the necessary professional and personal competencies of pre-service teachers of inclusive education, as well as to search for methods of forming necessary competencies among students at a university. In this study, we used several general theoretical methods of scientific cognition and information collection. In the course of the study, we examined concepts such as “inclusive education”, “pedagogical and psychological readiness”, “personal qualities”, etc. A set of methods were developed aiming to develop the necessary competencies for pre-service teachers of inclusive education. It was established that working in an inclusive classroom requires a teacher to have a wide range of personal characteristics, as well as pedagogical and psychological readiness to work with children that have different educational needs. The practical significance of the study is conditioned upon the fact that the developed set of methods is ready for use in the pedagogical activity. Thus, it would be effective in the process of formation of the necessary qualities and development of professional and personal readiness of inclusive education pre-service teachers.

Downloads

Download data is not yet available.

References

Alekhina, S. V., & Zaretsky, V. K. (2010). Inklyuzivnyj podhod v obrazovanii v kontekste proektivnoj iniciativy ìNasha novaya shkolaî (An inclusive approach in education in the context of the projective initiative ìOur new schoolî, in Russian). In Psihologo-pedagogicheskoe soprovozhdenie nacional'noj obrazovatel'noj iniciativy ìNasha novaya shkolaî (Psycho-logical and pedagogical support of the national educational initiative ìOur new schoolî, in Russian) (pp. 104-116). Moscow: AST.

Alekhina, S. V., Alekseeva, M. A., & Agafonova, E. L. (2011). Gotovnost' uchitelej kak glavnyj faktor uspekha inklyuzivnogo processa v obrazovanii (The readiness of teachers is the main factor in the success of the inclusive process in education, in Russian). Psihologicheskaya nauka i obrazovanie (Psychological Science and Education, in Russian), 1, 83-92.

Becker, C., & Anselmo, A. G. (2020). Social model in the perspective of inclusive education. Revista Conhecimento Online, 1, 90-108. DOI: https://doi.org/10.25112/rco.v1i0.1854

Boyko, V. V. (1996). Energiya emocij v obshchenii: vzglyad na sebya i drugih (The energy of emo-tions in communication: A look at yourself and others, in Russian). Moscow: Nauka.

Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217. DOI: https://doi.org/10.1007/s11125-020-09494-x

Derkach, A. A., & Kuznetsov, N. V. (1993). Akmeologiya: Puti dostizheniya vysot professionalizma (Acmeology: Ways to achieve the heights of professionalism, in Russian). Moscow: Nauka.

Kefallinou, A., Symeonidou, S., & Meijer, C. J. W. (2020). Understanding the value of inclusive education and its implementation: A review of the literature. Prospects, 49(3-4), 135-152. DOI: https://doi.org/10.1007/s11125-020-09500-2

Koh, Y. H. (2021). Combining adapted physical education with individualized education programs: Building Korean pre-service teachersí self-efficacy for inclusive physical education. Sustainability (Switzerland), 13(5), 1-14. DOI: https://doi.org/10.3390/su13052879

Kuyini, A. B., Desai, I., & Sharma, U. (2020). Teachersí self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509-1526. DOI: https://doi.org/10.1080/13603116.2018.1544298

Kuzmina, N. V. (1990). Professionalizm lichnosti prepodavatelya i mastera proizvodstvennogo obucheniya (Professionalism of the personality of the teacher and master of industrial training, in Russian). Moscow: Vyshaya Shkola.

Magnusson, G., Goransson, K., & Lindqvist, G. (2019). Contextualizing inclusive education in educational policy: The case of Sweden. Nordic Journal of Studies in Educational Policy, 5(2), 67-77. DOI: https://doi.org/10.1080/20020317.2019.1586512

Makoelle, T. M. (2020). Schoolsí transition toward inclusive education in post-soviet countries: Se-lected cases in Kazakhstan. SAGE Open, 10(2), 17-22. DOI: https://doi.org/10.1177/2158244020926586

Miller, A. L., Wilt, C. L., Allcock, H. C., Kurth, J. A., Morningstar, M. E., & Ruppar, A. L. (2020). Teacher agency for inclusive education: An international scoping review. International Journal of Inclusive Education, 17, 1-19.

Nagymzhanova, K. M., Abisheva, K. M., Albekova, A. S., Kapanova, A. K., & Tyazhina, Y. B. (2020). Formirovanie global'nogo mezhkul'turnogo diskursa mul'tikul'turnoj lichnosti (Formation of a global intercultural discourse of a multicultural person, in Russian). Media Watch (Media Watch, in Russian), 11(3), 475-487. DOI: https://doi.org/10.15655/mw/2020/v11i3/202933

Okech, J. B., Yuwono, I., & Abdu, W. J. (2021). Implementation of inclusive education practices for children with disabilities and other special needs in Uganda. Journal of Education and e-Learning Research, 8(1), 97-102. DOI: https://doi.org/10.20448/journal.509.2021.81.97.102

Paseka, A., & Schwab, S. (2020). Parentsí attitudes towards inclusive education and their percep-tions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254-272. DOI: https://doi.org/10.1080/08856257.2019.1665232

Qiao, X.-F., Ren, Q., Li, X., Li, T.-L., & Mariano, R. S. (2020). Analysis of subjective perception and influencing factors of different inclusive education models among prelingually deaf children with a cochlear implant. Journal of International Medical Research, 48(6), 456-470. DOI: https://doi.org/10.1177/0300060520929855

Shumilovskaya, Yu. V. (2011). Problemy i perspektivy podgotovki budushchih uchitelej tekhnologii k rabote s licami s ogranichennymi vozmozhnostyami (Problems and prospects of training future technology teachers to work with persons with disabilities, in Russian). Materialy IV Mezhdunarodnoj konferencii (Proceedings of the IV International Conference, in Russian), 1, 243-246.

Slastenin, V. A. (1982). Professional'naya gotovnost' uchitelej k vospitatel'noj rabote: soderzhanie, struktura, funkcionirovanie (Professional readiness of teachers in educational work: Content, structure, functioning, in Russian). In Professional'naya podgotovka prepodavatelej v sisteme vysshego obrazovaniya (Professional training of teachers in the system of higher education, in Russian). Moscow: Publishing house of the Moscow Pedagogical Institute.

Suhajdova, I. (2019). Inclusion and inclusive education through the eyes of the majority in Slovakia. Sodobna Pedagogika/Journal of Contemporary Educational Studies, 70(2), 142-158.

Yakovleva, I. M. (2009). Professional'naya i lichnostnaya gotovnost' uchitelya k rabote s det'mi s ogranichennymi vozmozhnostyami. (Professional and personal readiness of the teacher to work with children with disabilities, in Russian). Vestnik MGOPU. Seriya ìPedagogikaî (Bulletin of MGOPU. Series ìPedagogyî, in Russian), 6, 140-144.

You, S., Kim, E. K., & Shin, K. (2019). Teachersí belief and efficacy toward inclusive education in early childhood settings in Korea. Sustainability (Switzerland), 11(5), 1489. DOI: https://doi.org/10.3390/su11051489

Downloads

Published

2023-03-25

How to Cite

KUDARINOVA, A., AUTAEVA, A., PAYLOZYAN, Z., & RYMKHANOVA, A. (2023). Readiness of Pre-Service Teachers to Implement Inclusive Education. WISDOM, 25(1), 145–155. https://doi.org/10.24234/wisdom.v25i1.967

Download Citation

Endnote/Zotero/Mendeley (RIS)

Issue

Vol. 25 No. 1 (2023): 1-2023

Section

Articles

License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Creative Commons Attribution-Non-Commercial (CC BY-NC). CC BY-NC allows users to copy and distribute the article, provided this is not done for commercial purposes. The users may adapt – remix, transform, and build upon the material giving appropriate credit, and providing a link to the license. The full details of the license are available at https://creativecommons.org/licenses/by-nc/4.0/.