Psycho-Pedagogical Conditions for Preparing Future Teachers for Their Interaction with Students’ Parents in Inclusive Practice in Primary Schools

Authors

  • Oleksandr BEZLIUDNYI Pavlo Tychyna Uman State Pedagogical University
  • Maryna BEVZYUK Pavlo Tychyna Uman State Pedagogical University
  • Iryna DEMCHENKO Pavlo Tychyna Uman State Pedagogical University
  • Svitlana TSYMBAL-SLATVINSKA Pavlo Tychyna Uman State Pedagogical University
  • Inna BABII Pavlo Tychyna Uman State Pedagogical University
  • Olga KOZII Pavlo Tychyna Uman State Pedagogical University
  • Vita BEZLIUDNA Pavlo Tychyna Uman State Pedagogical University
  • Olha BUTENKO Pavlo Tychyna Uman State Pedagogical University
  • Nataliia DUDNYK Pavlo Tychyna Uman State Pedagogical University
  • Alona NIKITENKO Pavlo Tychyna Uman State Pedagogical University
  • Olha RIABOSHAPKA Pavlo Tychyna Uman State Pedagogical University
  • Lyudmila KOLESNIK Pavlo Tychyna Uman State Pedagogical University

DOI:

https://doi.org/10.18662/brain/11.2/80

Keywords:

future teacher, primary school students, responsible attitude, educational environment, innovative technologies.

Abstract

The concept of the New Ukrainian School is aimed at organizing effective inclusive education for students, in particular younger students with special educational needs, and their cooperation with healthy peers. The paper aims to theoretically justify and experimentally verify psycho-pedagogical conditions for teaching future primary school teachers how to interact with students’ parents in inclusive practice. The experimental group (EG) involved 203 respondents and the control group (CG) 215 respondents, as well as 12 university teachers, 36 primary school teachers and 115 students’ parents of students with/without special educational needs. The psycho-pedagogical conditions are determined as follows: developing future primary school teachers’ motivational, values-based and responsible attitude to acquiring knowledge, abilities and skills needed for the interaction with students’ parents in inclusive practice; using the opportunities of an educational environment in higher education institutions to develop future primary school teachers’ certain competencies by improving and integrating the content of professional and specialized academic courses, applying innovative and traditional technologies of teaching and learning; focusing academic training and teaching placement towards improving the experience of future primary school teachers in interacting with students’ parents in inclusive practice). The paper employs some author’s methodologies (adapted to Raven’s (1991) socio-pedagogical methodologies): surveys, interviews, student questionnaires, tests, assignments. The ratio between the levels of future primary school teachers’ readiness to interact with students’ parents in inclusive learning is the following: the experimental group – a high level 45.32%, an average level 41.87%, a low level 12.81%; the control group a high level 16.74%, an average level 36.75%, a low level 41.51%. The obtained results indicate some dynamic positive changes in the levels of EG respondents’ readiness under the influence of the proposed psycho-pedagogical conditions.

References

Alieko, O. A. (2016). Formuvannia pervynnoho sotsialnoho dosvidu dytyny u protsesi vzaiemodii suspilnoho i rodynnoho vykhovannia [Developing a child’s primary social experience during the interaction between social and family education] [Unpublished PhD Thesis]. Donbas State Pedagogical University, Sloviansk.

Andrushchenko, N. V. (2017). Vykhovannia zdoroviazberezhuvalnoi povedinky starshykh doshkilnykiv u vzaiemodii doshkilnykh navchalnykh zakladiv i simi [Cultivating health-promoting behaviour in older pre-schoolers during the interaction between pre-schools and families] [Unpublished PhD Thesis]. Pavlo Tychyna Uman State Pedagogical University, Uman.

Bibik, N. (2010). Kompetentnist i kompetentsii u rezultatakh pochatkovoi osvity [Competency and competences in the results of primary education]. Primary School, 9, 1–4.

Bida, O., Honcharuk, V. & Honcharuk, V. (2016). Tolerantnist – kompleksna osobystisna ta profesiina yakist maibutnoho vchytelia pochatkovykh klasiv [Tolerance as a complex personal and professional quality of future primary school teachers]. Journal of Cherkasy University. Series: Pedagogical Sciences, 9, 145–148.

Buzduhan, O. A. (2013). Pidhotovka maibutnikh uchyteliv pochatkovykh klasiv do pedahohichnoi vzaiemodii z batkamy uchniv [Preparing future primary school teachers for pedagogical interaction with students’ parents] [Unpublished PhD Thesis]. K. D. Ushynskyi South Ukrainian National Pedagogical University, Odesa.

Chopik, O. V. (2014). Formuvannia vzaiemyn ditei z vadamy oporno-rukhovoho aparatu iz zdorovymy rovesnykamy v umovakh inkliuzyvnoho navchannia [Cultivating relationships between children with musculoskeletal disorders and their healthy peers in inclusive practice] [Unpublished PhD Thesis]. M. P. National Pedagogical University, Kyiv.

Demchenko, I. I. (2016). Teoretychni i metodychni zasady pidhotovky maibutnoho vchytelia pochatkovykh klasiv do profesiinoi diialnosti v umovakh inkliuzyvnoi osvity [Theoretical and methodological principles of training future primary school teachers for professional activities in inclusive practice] [Unpublished PhD Thesis]. Pavlo Tychyna Uman State Pedagogical University, Uman.

Dudnyk, N. A. (2016). Ekonomichne vykhovannia starshykh doshkilnykiv u vzaiemodii doshkilnoho navchalnoho zakladu i simi [Economic education of older preschoolers during the interaction between preschool and family] [Unpublished PhD Thesis]. Pavlo Tychyna Uman State Pedagogical University, Uman.

Efthymiou, E. & Kington, A. (2017). The development of inclusive learning relationships in mainstream settings: a multimodal perspective. Cogent Education, 4(1), 1.-23.

https://doi.org/10.1080/2331186X.2017.1304015

Fedorenko, O. F. (2015). Pedahohichnyi suprovid molodshykh shkoliariv zi znyzhenym slukhom v umovakh inkliuzyvnoho navchannia [Pedagogical support for younger students with hearing problems in inclusive practice] [Unpublished PhD Thesis]. The Institute of Special Pedagogy, Kyiv.

Fert, O. H. (2014). Pedahohichni zasady diialnosti hromadskykh orhanizatsii u sferi formuvannia inkliuzyvnoi osvitnoi polityky v Ukraini i Kanadi [Pedagogical principles of activities of public organization in the field of inclusive education policy in Ukraine and Canada] [Unpublished PhD Thesis]. Ivan Franko Zhytomyr State, Zhytomyr.

Firth, R. (2014). Disciplinary knowledge and task design in geography. In I. Thompson, (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement (pp. 70-85). Routledge.

Flehontova, N. M. (2008). Slovnyk-dovidnyk terminiv pedahohichnoho marketynhu [A reference dictionary of pedagogical marketing terms]. Osvita Ukrainy.

Hnoievska, O. Yu. (2016). Formuvannia korektsiinoi kompetentnosti vchytelia pochatkovykh klasiv zahalnoosvitnoho zakladu z inkliuzyvnoiu formoiu navchannia [Developing correctional competency in primary school teachers who work in educational institutions with integrated inclusive learning] [Unpublished PhD Thesis]. M. P. National Pedagogical University, Kyiv.

Kolyshkina, A. P. (2014). Formuvannia ekolohichno dotsilnoi povedinky uchniv pochatkovykh klasiv u vzaiemodii shkoly i simi [Cultivating environmentally friendly behaviour in primary school students during the school-family interaction] [Unpublished PhD Thesis]. The Institute of Problems in Character Building of the National Academy of Pedagogical Sciences, Kyiv.

Komar, O. A. (2010). Systema vzaiemodii pidrozdiliv pedahohichnoho VNZ u pidhotovtsi maibutnoho vchytelia pochatkovoi shkoly do zastosuvannia interaktyvnoi tekhnolohii [The system of the interaction between department of pedagogical universities in the training of future primary school teacher for applying interactive technologies]. Journal of Cherkasy University. Series: Pedagogical Sciences, 191, 58–62.

Koval, L. V. (2009). Profesiina pidhotovka maibutnikh uchyteliv pochatkovoi shkoly: tekhnolohichna skladova [Professional of future primary school teachers: the technological component]. Yuho-Vostok.

Krasiuk, L. V. (2008). Formuvannia osnov profesionalizmu maibutnikh uchyteliv pochatkovykh klasiv u protsesi modeliuvannia pedahohichnykh sytuatsii [Developing the principles of professionalism in future primary school teachers while modelling pedagogical situations] [Unpublished PhD Thesis]. The Institute for Higher Education of the Academy of Pedagogical Sciences of Ukraine, Kyiv.

Kuzava, I. B. (2010). Problema profesiinoi pidhotovky maibutnikh pedahohiv do roboty z ditmy z osoblyvymy potrebamy v umovakh inkliuzyvnoho navchannia [The problem of future teachers’ professional training for working with children with special needs in inclusive practice]. Scientific Journal of Lesia Ukrainka Volyn National University, 14, 40–43.

Liakisheva, A. V. (2015). Teoretyko-metodychni zasady formuvannia sotsialnoi povedinky studentiv u protsesi hrupovoi vzaiemodii [Theoretical and methodological principles of developing students’ social behaviour during group interaction] [Unpublished Postdoctoral Thesis]. The Institute of Problems in Character Building of the National Academy of Pedagogical Sciences, Kyiv.

Malik, M. V. (2015). Pidhotovka maibutnikh menedzheriv osvity do upravlinnia zahalnoosvitnim navchalnym zakladom v umovakh inkliuzii [Preparing future education managers for professional activities in inclusive practice] [Unpublished PhD Thesis]. K. D. Ushynskyi South Ukrainian National Pedagogical University, Odesa.

Matviienko, O. (2010). Teoretyko-metodychni zasady pidhotovky maibutnikh uchyteliv do pedahohichnoi vzaiemodii u navchalno-vykhovnomu seredovyshchi shkoly pershoho stupenia [Theoretical and methodological principles of training future teachers for pedagogical interaction in primary school] [Unpublished Postdoctoral Thesis]. M. P. National Pedagogical University, Kyiv.

Mukhopadhyay, S., Nenty, H. J. & Okechukwu, A. (2012). Inclusive education for learners with disabilities in Botswana primary schools. SAGE Open, 1–9. https://doi.org/10.1177/2158244012451584

Perkhun, L. V. (2017). Formuvannia osobystosti dytyny u systemi inkliuzyvnoi osvity Frantsii [Developing a child’s personality in the system of inclusive education in France] [Unpublished PhD Thesis]. I. Franko Drohobych State Pedagogical University, Drohobych.

Raven, J. (1991). The tragic illusion: educational testing. Trillium Press.

Rouse, M. (2008). Developing inclusive practice: a role for teachers and teacher education? Education in the North, 16(1), 6-13.

Shanskova, T. I. (2000). Analiz suchasnykh tendentsii rozvytku simi yak osnova sotsialno-oriientovanoi pidhotovky maibutnikh vchyteliv pochatkovykh klasiv do roboty z batkamy uchniv [Analyzing current trends in family development as a basis for socially-oriented training of future primary school teachers for working with students’ parents]. The Problems of Education, 22, 104–114.

Sophii, N. Z. (2017). Orhanizatsiino-pedahohichni umovy intehrovanoho suprovodu uchniv z osoblyvymy osvitnimy potrebamy v inkliuzyvnomu navchalnomu zakladi [Organizational and pedagogical conditions of integrated support for students with special educational needs in inclusive practice] [Unpublished PhD thesis]. The Institute of Special Pedagogy, Kyiv.

Tsurkan, T. H. (2018). Formuvannia pedahohichnoi kultury batkiv molodshykh shkoliariv u vzaiemodii simi i shkoly [Developing pedagogical culture in younger students’ parents in the context of the interaction between family and school]. [Unpublished postdoctoral thesis]. Pavlo Tychyna Uman State Pedagogical University, Uman.

Volkova, K. S. (2017). Formuvannia hotovnosti maibutnikh uchyteliv pochatkovykh klasiv do otsiniuvalnoi diialnosti v umovakh inkliuzyvnoi osvity [Developing readiness in future primary school teachers to evaluate educational attainment in inclusive practice] [Unpublished PhD thesis]. A. S. Makarenko Sumy State Pedagogical University, Sumy.

Yastrub, O. O. (2016). Formuvannia kultury mizhosobystisnoi vzaiemodii u maibutnikh uchyteliv pochatkovoi shkoly u pozaaudytornii roboti [Developing future primary school teachers’ culture of interpersonal interaction during extracurricular activities] [Unpublished PhD thesis]. Pavlo Tychyna Uman State Pedagogical University, Uman.

Zinchenko, L. V. (2013). Vzaiemodiia simi, shkoly ta hromadskosti u vitchyznianii pedahohichnii teorii i praktytsi (1946–1991 rr.) [The interaction between family, school and the public in the national pedagogical theory and practice (1946-1991)] [Unpublished PhD thesis]. Crimean University for the Humanities, Yalta.

Мasud, A., Sharma, U. & Deppeler, J. (2012). Variables affecting teachers’ attitudes towards inclusive education in Bangladesh. Journal of Research in Special Educational Needs, 12(3), 132–140. https://doi.org/10.1111/j.1471-3802.2011.01226.x

Downloads

Published

2020-07-03

How to Cite

BEZLIUDNYI, O., BEVZYUK, M., DEMCHENKO, I., TSYMBAL-SLATVINSKA, S., BABII, I., KOZII, O., BEZLIUDNA, V., BUTENKO, O., DUDNYK, N., NIKITENKO, A., RIABOSHAPKA, O., & KOLESNIK, L. (2020). Psycho-Pedagogical Conditions for Preparing Future Teachers for Their Interaction with Students’ Parents in Inclusive Practice in Primary Schools. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 11(2), 160-177. https://doi.org/10.18662/brain/11.2/80

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now