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

Сокращенная информация об элементе
dc.contributor.authorBiktagirova, G. F.
dc.contributor.authorKhitryuk, V. V.
dc.contributor.authorХитрюк, В. В.
dc.date.accessioned2016-11-02T08:50:10Z
dc.date.available2016-11-02T08:50:10Z
dc.date.issued2016
dc.descriptionInternational Journal of Environmental and Science Education. – 2016. – № 11.ru
dc.description.abstractInclusive 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.identifier.citationBiktagirova, 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.otherББК 74.489
dc.identifier.urihttps://rep.barsu.by/handle/data/1335
dc.language.isoenru
dc.subjectинклюзивное образованиеru
dc.subjectinclusive educationru
dc.subjectинклюзивное дошкольное образованиеru
dc.subjectinclusive pre-school educationru
dc.subjectинклюзивная готовность будущих педагоговru
dc.subjectinclusive readiness of the future teacherru
dc.subjectкомпетентностный подходru
dc.subjectthe competence approachru
dc.subjectпедагогические условияru
dc.subjectpedagogical conditionsru
dc.titleFormation of Future Pre-School Teachers’ Readiness to Work in the Conditions of Educational Inclusionru
dc.typeArticleru
Файлы
Контейнер файлов
Сейчас показывают 1 - 1 из 1
Эскиз
Название:
Formation of Future Pre-School Teachers’ Readiness to Work in the Conditions of Educational Inclusion.pdf
Розмер:
1.65 MB
Формат:
Adobe Portable Document Format
Описание:
текст статьи
Загрузить
Комплект лицензий
Сейчас показывают 1 - 1 из 1
Эскиз
Название:
license.txt
Розмер:
1.71 KB
Формат:
Item-specific license agreed upon to submission
Описание:
Загрузить
Коллекции
Публикации в зарубежных изданиях