Pub Date : 2024-01-11DOI: 10.12737/2306-1731-2024-12-4-85-90
Hay Van
The first attempts to create interactive devices that allow interacting with simulated reality or supplementing reality with superimposed information were made at the beginning of the XX century, the concept of mixed reality ("the continuum of reality-virtuality), the elements of which are AR and VR in the modern view, is quite young (24 years), as well as the market of technologies themselves virtual and augmented reality. And although the concepts and concepts of virtual and augmented reality have not undergone radical changes over the past 30 years, virtual and augmented reality technologies have gone through a significant evolutionary path both in terms of improving devices and software, and content, and have already experienced several growth spurts. Their use will not be limited only to the sphere of entertainment and games. Many experts believe that virtual and augmented reality technologies, along with BigData, cloud technologies, artificial intelligence and some others, will become key technologies of the quadruple industrial revolution.
早在二十世纪初，人们就开始尝试制造可与模拟现实进行交互或用叠加信息对现实进行补充的互动设备，混合现实（"现实-虚拟的连续体"）的概念（现代观点认为其要素是 AR 和 VR）以及虚拟现实和增强现实技术本身的市场都相当年轻（24 年）。虽然虚拟现实和增强现实的概念和理念在过去 30 年中没有发生根本性的变化，但虚拟现实和增强现实技术在改进设备、软件和内容方面都经历了重要的发展道路，并已经历了几次增长高峰。它们的应用将不仅仅局限于娱乐和游戏领域。许多专家认为，虚拟现实和增强现实技术将与大数据、云技术、人工智能和其他一些技术一起，成为四次工业革命的关键技术。
{"title":"The Impact of Digital Technologies on the Development of Dance Employment in China","authors":"Hay Van","doi":"10.12737/2306-1731-2024-12-4-85-90","DOIUrl":"https://doi.org/10.12737/2306-1731-2024-12-4-85-90","url":null,"abstract":"The first attempts to create interactive devices that allow interacting with simulated reality or supplementing reality with superimposed information were made at the beginning of the XX century, the concept of mixed reality (\"the continuum of reality-virtuality), the elements of which are AR and VR in the modern view, is quite young (24 years), as well as the market of technologies themselves virtual and augmented reality. And although the concepts and concepts of virtual and augmented reality have not undergone radical changes over the past 30 years, virtual and augmented reality technologies have gone through a significant evolutionary path both in terms of improving devices and software, and content, and have already experienced several growth spurts. Their use will not be limited only to the sphere of entertainment and games. Many experts believe that virtual and augmented reality technologies, along with BigData, cloud technologies, artificial intelligence and some others, will become key technologies of the quadruple industrial revolution.","PeriodicalId":432786,"journal":{"name":"Scientific Research and Development. Socio-Humanitarian Research and Technology","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139626229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.12737/2306-1731-2024-12-4-56-61
L. Tarakanova
The article is devoted to the problem of developing the readiness and ability of future teachers to build moral and legal relations between the subjects of the educational process of the school. The author reveals the essence of the concept of «moral and legal relations», determines the structure and content of teachers’ competence in the field of building such relations in the process of their professional activities, and examines the level of its formation among university graduates studying in bachelor’s programs in pedagogical education. Based on the results of the study, a conclusion is made about the need to transform the legal training of future teachers, bringing it into line with the requirements and features of the development of the modern general education system. Such a transformation involves the inclusion in the educational process of the university not only of legal disciplines, but also specially designed activities for the moral education of students, assisting them in destroying the stereotypical idea of the interaction of subjects of general education, in developing a desire for new types of professional interaction, regulated by the rules of law and rights.
{"title":"Level of Formation of Future Teachers' Competence in Building Moral and Legal Relations with Subjects of the Educational Process of the School)","authors":"L. Tarakanova","doi":"10.12737/2306-1731-2024-12-4-56-61","DOIUrl":"https://doi.org/10.12737/2306-1731-2024-12-4-56-61","url":null,"abstract":"The article is devoted to the problem of developing the readiness and ability of future teachers to build moral and legal relations between the subjects of the educational process of the school. The author reveals the essence of the concept of «moral and legal relations», determines the structure and content of teachers’ competence in the field of building such relations in the process of their professional activities, and examines the level of its formation among university graduates studying in bachelor’s programs in pedagogical education. Based on the results of the study, a conclusion is made about the need to transform the legal training of future teachers, bringing it into line with the requirements and features of the development of the modern general education system. Such a transformation involves the inclusion in the educational process of the university not only of legal disciplines, but also specially designed activities for the moral education of students, assisting them in destroying the stereotypical idea of the interaction of subjects of general education, in developing a desire for new types of professional interaction, regulated by the rules of law and rights.","PeriodicalId":432786,"journal":{"name":"Scientific Research and Development. Socio-Humanitarian Research and Technology","volume":"43 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139533543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.12737/2306-1731-2024-12-4-62-65
A. Romanova, A. Rybakova, Natalya Belyakova
The category of intrapersonal conflicts combines psychological conflicts, consisting in the collision of various personal formations, represented in the mind of a person by corresponding experiences. The conflict, which manifests itself in local, private forms, performs a complex diverse load, both positive and negative, precisely at the level of intrapersonal manifestation. One of the causes of intrapersonal conflict can be considered a high level of subjective control over emotionally positive events and situations, on the one hand, and the inability to achieve the desired level, on the other.
{"title":"Socio-Psychological Features of Intrapersonal Conflicts","authors":"A. Romanova, A. Rybakova, Natalya Belyakova","doi":"10.12737/2306-1731-2024-12-4-62-65","DOIUrl":"https://doi.org/10.12737/2306-1731-2024-12-4-62-65","url":null,"abstract":"The category of intrapersonal conflicts combines psychological conflicts, consisting in the collision of various personal formations, represented in the mind of a person by corresponding experiences. The conflict, which manifests itself in local, private forms, performs a complex diverse load, both positive and negative, precisely at the level of intrapersonal manifestation. One of the causes of intrapersonal conflict can be considered a high level of subjective control over emotionally positive events and situations, on the one hand, and the inability to achieve the desired level, on the other.","PeriodicalId":432786,"journal":{"name":"Scientific Research and Development. Socio-Humanitarian Research and Technology","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139625283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.12737/2306-1731-2024-12-4-96-103
Chzhizho Go
The Chinese nation has a unique tradition of choreographic culture, characteristic of the Indochinese region. Consequently, dance is an obligatory phenomenon of culture, in which the aesthetics of the body, emotions and the nature of social relations of the Chinese are harmoniously correlated. It retains its popularity among students of colleges and universities, as it contributes to their comprehensive development. Therefore, dance education in colleges and universities is of great importance for every student and deserves constant development. By the beginning of the 21st century, the Chinese believe that dance education in the country's universities is still in its infancy, and there are many opportunities. Dance education in universities in China strives to meet international and global standards. And despite this, in China there are many methods and practices for teaching dance art. But there are also many problems, such as focusing on skills, ignoring theory, indoctrinating teaching, and neglecting differences in individual abilities of students and focusing on their harmonious and all-round development. The traditional technologies of learning and teaching that were present in the 20th century are now perceived as limiting the development of learners and students. Therefore, at the beginning of the 21st century, China began to improve the overall quality of dance teaching, and teachers were asked to reform the classroom and/or classroom regimen to facilitate them and focus on increasing the educational role of dance practices in society.
{"title":"Problems and Countermeasures to Solve Them in the System of Dance Education in Colleges and Universities in China","authors":"Chzhizho Go","doi":"10.12737/2306-1731-2024-12-4-96-103","DOIUrl":"https://doi.org/10.12737/2306-1731-2024-12-4-96-103","url":null,"abstract":"The Chinese nation has a unique tradition of choreographic culture, characteristic of the Indochinese region. Consequently, dance is an obligatory phenomenon of culture, in which the aesthetics of the body, emotions and the nature of social relations of the Chinese are harmoniously correlated. It retains its popularity among students of colleges and universities, as it contributes to their comprehensive development. Therefore, dance education in colleges and universities is of great importance for every student and deserves constant development. By the beginning of the 21st century, the Chinese believe that dance education in the country's universities is still in its infancy, and there are many opportunities. \u0000Dance education in universities in China strives to meet international and global standards. And despite this, in China there are many methods and practices for teaching dance art. But there are also many problems, such as focusing on skills, ignoring theory, indoctrinating teaching, and neglecting differences in individual abilities of students and focusing on their harmonious and all-round development. \u0000The traditional technologies of learning and teaching that were present in the 20th century are now perceived as limiting the development of learners and students. Therefore, at the beginning of the 21st century, China began to improve the overall quality of dance teaching, and teachers were asked to reform the classroom and/or classroom regimen to facilitate them and focus on increasing the educational role of dance practices in society.","PeriodicalId":432786,"journal":{"name":"Scientific Research and Development. Socio-Humanitarian Research and Technology","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139625673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.12737/2306-1731-2024-12-4-3-7
E. Viktoruk, A. Chernyaeva, A. Myshkovskaya
Social, cultural and technological changes necessitate the search for new paradigms in education. One solution may be associated with an anthropological approach that integrates philosophical, psychological and educational anthropology. The anthropological approach most fully reveals the essence of education as a phenomenon associated with human. The authors consider the problem of identifying educational technologies that will provide solutions to educational problems in a changing reality. It was found in the research that the pedagogical ideas that have developed in anthropological teachings reveal the desired image of a person and the methods of its formation. Thus, the anthropological approach in education demonstrates its effectiveness, since it allows us to consider a person as a sociocultural subject, whose behavior and development are determined by interaction with other people and the social environment. The analysis of anthropological views made it possible to identify two positions: the first is based on the ideas of uniqueness and self-creation of the individual, the subject-subject model of interaction, dialogue forms of communication, the second shifts the emphasis to the environment in which the formation and cultivation of the individual by society occurs. Analysis of approaches and concepts allows us to state the dynamics of the anthropological approach itself and the coexistence of various programs within the framework of approaches united conceptually.
{"title":"On the Question of the Relevance of the Philosophical-Anthropological Paradigm in Education","authors":"E. Viktoruk, A. Chernyaeva, A. Myshkovskaya","doi":"10.12737/2306-1731-2024-12-4-3-7","DOIUrl":"https://doi.org/10.12737/2306-1731-2024-12-4-3-7","url":null,"abstract":"Social, cultural and technological changes necessitate the search for new paradigms in education. One solution may be associated with an anthropological approach that integrates philosophical, psychological and educational anthropology. The anthropological approach most fully reveals the essence of education as a phenomenon associated with human. The authors consider the problem of identifying educational technologies that will provide solutions to educational problems in a changing reality. It was found in the research that the pedagogical ideas that have developed in anthropological teachings reveal the desired image of a person and the methods of its formation. Thus, the anthropological approach in education demonstrates its effectiveness, since it allows us to consider a person as a sociocultural subject, whose behavior and development are determined by interaction with other people and the social environment. The analysis of anthropological views made it possible to identify two positions: the first is based on the ideas of uniqueness and self-creation of the individual, the subject-subject model of interaction, dialogue forms of communication, the second shifts the emphasis to the environment in which the formation and cultivation of the individual by society occurs. Analysis of approaches and concepts allows us to state the dynamics of the anthropological approach itself and the coexistence of various programs within the framework of approaches united conceptually.","PeriodicalId":432786,"journal":{"name":"Scientific Research and Development. Socio-Humanitarian Research and Technology","volume":"10 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.12737/2306-1731-2024-12-4-71-76
O. Vasil'eva
In this article the author presents the development of the planner "Time Keeper", aimed at the formation of children (including children with disabilities with visual impairment) the skill of effective planning. She notes the need to teach preschool children the basics of planning in order to form integrative qualities, moral characteristics of personality, the ability to learn, readiness for selfchange, self-development, self-education. The uniqueness of this manual is that all kinds of systems are involved: visual, auditory, kinesthetic. The purpose of the article is to present the originality of the development to the pedagogical community, as well as to confirm its modernity and relevance at the scientific level.
{"title":"Methodological Support for Children With Disabilities. Planner “Time Keeper”","authors":"O. Vasil'eva","doi":"10.12737/2306-1731-2024-12-4-71-76","DOIUrl":"https://doi.org/10.12737/2306-1731-2024-12-4-71-76","url":null,"abstract":"In this article the author presents the development of the planner \"Time Keeper\", aimed at the formation of children (including children with disabilities with visual impairment) the skill of effective planning. She notes the need to teach preschool children the basics of planning in order to form integrative qualities, moral characteristics of personality, the ability to learn, readiness for selfchange, self-development, self-education. The uniqueness of this manual is that all kinds of systems are involved: visual, auditory, kinesthetic. The purpose of the article is to present the originality of the development to the pedagogical community, as well as to confirm its modernity and relevance at the scientific level.","PeriodicalId":432786,"journal":{"name":"Scientific Research and Development. Socio-Humanitarian Research and Technology","volume":"37 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.12737/2306-1731-2024-12-4-8-15
V. Suhorukov, A. Buchek
The scale of the modern education system and the role of the educational paradigm in Russia's strategic plans are emphasized. The authors explains the social necessity of creating the necessary conditions and mechanisms that improve the organizational characteristics of education and ensure the effective solution of current and future tasks in the educational field. The principle of unity of educational space on the territory of the Russian Federation is analyzed. The main institutions that postulate the meanings of education and regulate the stability of the entire educational complex are highlighted. Attention is focused on the essential assessment of the institutions of upbringing, learning, pedagogical education, and pedagogical science. The issue of recognition of pedagogy and pedagogical education as a national heritage and heritage responsible for the reproduction of the collective worldview and social harmony of Russian society is discussed. Additional organizational and technological steps aimed at improving Russian education are proposed. The goals and objectives of the study are related to the need for systematic improvement of the country's educational complex.
{"title":"The Principles of Public Institutionality of School Education in Russia","authors":"V. Suhorukov, A. Buchek","doi":"10.12737/2306-1731-2024-12-4-8-15","DOIUrl":"https://doi.org/10.12737/2306-1731-2024-12-4-8-15","url":null,"abstract":"The scale of the modern education system and the role of the educational paradigm in Russia's strategic plans are emphasized. The authors explains the social necessity of creating the necessary conditions and mechanisms that improve the organizational characteristics of education and ensure the effective solution of current and future tasks in the educational field. The principle of unity of educational space on the territory of the Russian Federation is analyzed. The main institutions that postulate the meanings of education and regulate the stability of the entire educational complex are highlighted. Attention is focused on the essential assessment of the institutions of upbringing, learning, pedagogical education, and pedagogical science. The issue of recognition of pedagogy and pedagogical education as a national heritage and heritage responsible for the reproduction of the collective worldview and social harmony of Russian society is discussed. Additional organizational and technological steps aimed at improving Russian education are proposed. The goals and objectives of the study are related to the need for systematic improvement of the country's educational complex.","PeriodicalId":432786,"journal":{"name":"Scientific Research and Development. Socio-Humanitarian Research and Technology","volume":" 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139626380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.12737/2306-1731-2024-12-4-29-36
V. Volkov, T. Modestova
The article presents an analysis of research by Russian scientists devoted to the identification, evaluation and support of professional achievements of teachers conducted in the period from 2001 to 2023. In the course of the analysis, the authors also identified some features of the development by scientists of the substantive aspects of the concept of «professional achievements of teachers». On this basis, to compare of the results of the author's research in 2000 and 2023 on the essence of professional achievements, the peculiarities of their perception by teachers, as well as the actual significance of individual components of achievements is determined. Based on the results of theoretical analysis, generalization and interpretation of the empirical data obtained, the authors formulated a number of possible management decisions aimed at providing conditions for the professional development of teachers of preschool and schools in the modern realities of Russian education.
{"title":"Professional Achievements of Teachers: Scientific Representations and Longitudinal Analysis of Changes","authors":"V. Volkov, T. Modestova","doi":"10.12737/2306-1731-2024-12-4-29-36","DOIUrl":"https://doi.org/10.12737/2306-1731-2024-12-4-29-36","url":null,"abstract":"The article presents an analysis of research by Russian scientists devoted to the identification, evaluation and support of professional achievements of teachers conducted in the period from 2001 to 2023. In the course of the analysis, the authors also identified some features of the development by scientists of the substantive \u0000aspects of the concept of «professional achievements of teachers». On this basis, to compare of the results of the author's research in 2000 and 2023 on the essence of professional achievements, the peculiarities of their perception by teachers, as well as the actual significance of individual components of achievements is determined. Based on the results of theoretical analysis, generalization and interpretation of the empirical data obtained, the authors formulated a number of possible management decisions aimed at providing conditions for the professional development of teachers of preschool and schools in the modern realities of Russian education.","PeriodicalId":432786,"journal":{"name":"Scientific Research and Development. Socio-Humanitarian Research and Technology","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139627175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.12737/2306-1731-2023-12-2-39-45
E. Shepeleva, M. Prokudina, N. Shafazhinskaya
The article is devoted to one of the most important aspects of psychological and pedagogical support of the process of educating younger schoolchildren, namely, the formation of an emotional component in the structure of a developing personality. Emotional responsiveness of children, its content and features of manifestation depend on many factors and conditions, among which a special place is occupied by the emotional intelligence of the teacher as the central subject of educational activity, managing and controlling the entire course of pedagogical communication, which, in turn, affects the mental development, behavior and further socialization of students. The authors of the article, based on the results of an empirical study, analyze the psychological and pedagogical resources of the emotional intelligence of a teacher, whose creative and cognitive components directly and indirectly determine the ability of a younger student to empathy, empathy, responsiveness, empathy. In the proposed material, the emphasis is placed on the fact that the emotional intelligence of a teacher is an active motivating condition for the personal development of schoolchildren, and therefore requires a deeper study in the context of education in the educational environment of the school.
{"title":"Emotional Intelligence of a Teacher as a Necessary Condition for the Education of Emotional Responsiveness in Younger Schoolchildren","authors":"E. Shepeleva, M. Prokudina, N. Shafazhinskaya","doi":"10.12737/2306-1731-2023-12-2-39-45","DOIUrl":"https://doi.org/10.12737/2306-1731-2023-12-2-39-45","url":null,"abstract":"The article is devoted to one of the most important aspects of psychological and pedagogical support of the process of educating younger schoolchildren, namely, the formation of an emotional component in the structure of a developing personality. Emotional responsiveness of children, its content and features of manifestation depend on many factors and conditions, among which a special place is occupied by the emotional intelligence of the teacher as the central subject of educational activity, managing and controlling the entire course of pedagogical communication, which, in turn, affects the mental development, behavior and further socialization of students. The authors of the article, based on the results of an empirical study, analyze the psychological and pedagogical resources of the emotional intelligence of a teacher, whose creative and cognitive components directly and indirectly determine the ability of a younger student to empathy, empathy, responsiveness, empathy. \u0000In the proposed material, the emphasis is placed on the fact that the emotional intelligence of a teacher is an active motivating condition for the personal development of schoolchildren, and therefore requires a deeper study in the context of education in the educational environment of the school.","PeriodicalId":432786,"journal":{"name":"Scientific Research and Development. Socio-Humanitarian Research and Technology","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133165353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.12737/2306-1731-2023-12-2-53-58
O. Vasil'eva
Abstract. With the spread of inclusive education, new demands are placed on teachers, including their readiness to teach, educate, and assist in the development of children with special educational needs. Scientists recognize the need to make changes in the training of teachers in order to develop their readiness to teach children with disabilities. The study presents an analysis of modern research on this issue using methods of analysis, systematization, and comparison of modern approaches to teacher training for inclusive education of children with disabilities. The study reveals scholars’ understanding of the term “readiness for inclusive education of children with disabilities” and a list of professional and personal qualities, value-semantic guidelines, and professional competencies that an inclusive education teacher should have. Scientific approaches to the training of such a specialist (competency-based, integrated) and proposed forms of education are critically analyzed, and issues of content and new technologies used in preparing a teacher for this type of professional are considered. The study reveals the shortcomings of the current situation in the preparation for inclusive education of children with disabilities, the authors' views on changing the form of such training are offered. As a result of the analysis the prospects for further research in the field of teacher training for inclusive education of children with disabilities are highlighted.
{"title":"Training Educators to Work in the Context of Inclusive Education","authors":"O. Vasil'eva","doi":"10.12737/2306-1731-2023-12-2-53-58","DOIUrl":"https://doi.org/10.12737/2306-1731-2023-12-2-53-58","url":null,"abstract":"Abstract. With the spread of inclusive education, new demands are placed on teachers, including their readiness to teach, educate, and assist in the development of children with special educational needs. Scientists recognize the need to make changes in the training of teachers in order to develop their readiness to teach children with disabilities. \u0000The study presents an analysis of modern research on this issue using methods of analysis, systematization, and comparison of modern approaches to teacher training for inclusive education of children with disabilities. The study reveals scholars’ understanding of the term “readiness for inclusive education of children with disabilities” and a list of professional and personal qualities, value-semantic guidelines, and professional competencies that an inclusive education teacher should have. Scientific approaches to the training of such a specialist (competency-based, integrated) and proposed forms of education are critically analyzed, and issues of content and new technologies used in preparing a teacher for this type of professional are considered. \u0000The study reveals the shortcomings of the current situation in the preparation for inclusive education of children with disabilities, the authors' views on changing the form of such training are offered. As a result of the analysis the prospects for further research in the field of teacher training for inclusive education of children with disabilities are highlighted.","PeriodicalId":432786,"journal":{"name":"Scientific Research and Development. Socio-Humanitarian Research and Technology","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125120629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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