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Formation of Future Pre-School Teachers’ Readiness to Work in the Conditions of Educational Inclusion

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dc.contributor.author Biktagirova, G. F.
dc.contributor.author Khitryuk, V. V.
dc.date.accessioned 2016-11-02T08:50:10Z
dc.date.available 2016-11-02T08:50:10Z
dc.date.issued 2016
dc.identifier.citation Biktagirova, G. F. Formation of Future Pre-School Teachers’ Readiness to Work in the Conditions of Educational Inclusion / G. F. Biktagirova, V. V. Khitryuk // International Journal of Environmental and Science Education. – 2016. – № 11. – P. 185–194. ru
dc.identifier.other ББК 74.489
dc.identifier.uri http://rep.barsu.by/handle/data/1335
dc.description International Journal of Environmental and Science Education. – 2016. – № 11. ru
dc.description.abstract Inclusive education becomes a social reality and needs to ensure its quality. Preschool age is a sensitive period of the process of personality’s socialization and the formation of moral qualities, providing interaction and communication between people pattern, among which are: respect for "otherness", cooperation, support and mutual aid. Training preschool teachers to work in conditions of educational inclusion is an important determinant of the success in educational process in the new environment and socialization of students. Strategic direction in solving this problem is the formation of such an inclusive readiness (Khitryuk, 2013) at the stage of formation of professional thinking and professional competence of a teacher, that is, in a higher education institution. The article analyzes the results of testing of complex pedagogical conditions of the future teachers’ readiness to work in the conditions of educational inclusion formation (Khitryuk, 2014; Sharifzyanova, Shtreter & Nauryzbayeva, 2015; Akhmetzyanova, 2014, Nigmatov, 2014, Nigmatullina, 2014), created at the stage of the teaching profession acquisition. The basis of the experimental work were the universities of Belarus (Baranovichi State University, Brest State University named after A.S Pushkin) and Russia (Kazan Federal University), implementing educational programs for future pre-school teachers training. The results of the pilot study confirmed the advanced hypothesis and effectiveness of pedagogical conditions in the formation of the inclusive readiness. ru
dc.language.iso en ru
dc.subject инклюзивное образование ru
dc.subject inclusive education ru
dc.subject инклюзивное дошкольное образование ru
dc.subject inclusive pre-school education ru
dc.subject инклюзивная готовность будущего педагога ru
dc.subject inclusive readiness of the future teacher ru
dc.subject компетентностный подход ru
dc.subject the competence approach ru
dc.subject педагогические условия ru
dc.subject pedagogical conditions ru
dc.title Formation of Future Pre-School Teachers’ Readiness to Work in the Conditions of Educational Inclusion ru
dc.type Article ru


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