Skip to Main Content

Clinical Psychology and Special Education
2021. Vol. 10, no. 3, 106–125
doi:10.17759/cpse.2021100307
ISSN: 2304-0394 (online)

Inclusive Professional Competences: Assessment Paradigm of Pedagogical Community*

313

V.Z. Kantor, Y.L. Proekt, G.V. Nikulina, A.P. Antropov, I.E. Kondrakova, S.E. Zalautdinova, O.V. Litovchenko

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

The paper is devoted to the issue of assessing the range of inclusive teacher competencies by the pedagogical community and their comparative significance for achieving the required learning results by students with disabilities. The paper presents the results of an empirical study aimed at identifying the general and specific in assessing the importance of inclusive competencies of a teacher by various subjects of staffing the inclusive educational process at school. The study involved 983 pedagogical workers employed in mass and correctional schools, as well as in pedagogical universities. They were asked to assess the significance of a set of indicators of the competence of an inclusive teacher, obtained on the basis of an analysis of the texts of 59 approximate basic educational programs for the training of future specialists in the field of inclusion. The results of the study demonstrated that a holistic assessment paradigm has not been formed in the pedagogical community in relation to the inclusive competencies of a teacher, which is expressed in the divergence of the corresponding assessment positions of university teachers who train teachers, teachers of mass and special schools. This confirms the need for further development of the model of inclusive competence of a teacher, its empirical verification and subsequent implementation in educational programs of continuous teacher education in accordance with the rapidly changing conditions of professional activity of teachers in an inclusive school.

General Information

* The article was prepared within the framework of the socially significant activities of the Ministry of Education of Russia Order № 272 of 26.05.2021 on the VI International Scientific-Practical Conference “Inclusive Education and Society: Strategies, Practices, Resources”.

Keywords: inclusive education, inclusive competences, students with disabilities, learning outcomes

Journal rubric: Empirical Research

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2021100307

Funding. The reported study was funded by the Ministry of Education of the Russian Federation on the organization of work on fundamental and applied scientific research for 2021 (study "Improvement and assessment of professional competencies of teachers of inclusive educational organizations"). The article was prepared within the framework of the socially significant activities of the Ministry of Education of Russia Order № 272 of 26.05.2021 on the VI International Scientific-Practical Conference “Inclusive Education and Society: Strategies, Practices, Resources”.

For citation: Kantor V.Z., Proekt Y.L., Nikulina G.V., Antropov A.P., Kondrakova I.E., Zalautdinova S.E., Litovchenko O.V. Inclusive Professional Competences: Assessment Paradigm of Pedagogical Community [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2021. Vol. 10, no. 3, pp. 106–125. DOI: 10.17759/cpse.2021100307. (In Russ., аbstr. in Engl.)

References

  1. Alekhina S.V., Agafonova E.L., Alekseeva M.N. Gotovnost' pedagogov kak osnovnoi faktor uspeshnosti inklyuzivnogo protsessa v obrazovanii [Preparedness of Teachers as the Main Factor of Success of the Inclusive Process in Education]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2011, vol. 16, no. 1, pp. 83–92. URL: https://psyjournals.ru/files/39878/psyedu_2011_n1_Alekhina_Alekseeva_Agafonova.pdf (Accessed: 19.08.2021). (In Russ., аbstr. in Engl.)
  2. Baranov A.A., Suntsova A.S. Razvitie sub"ektnoi pozitsii studentov v protsesse stazherskoi praktiki v inklyuzivnoi shkole [Development of students’ subject position in the process of internship in an inclusive school]. Obrazovanie i nauka=The Education and Science Journal, 2020, vol. 22, no. 2. pp. 29–52. DOI: 10.17853/1994-5639-2020-2-29-52 (In Russ.)
  3. Betker L.M. Stazhirovka v podgotovke pedagogov k organizatsii inklyuzivnogo obrazovaniya obuchayushchikhsya s ogranichennymi vozmozhnostyami zdorov'ya [Training of teachers for inclusive education for children with limited opportunities of health]. Vestnik Yugorskogo gosudarstvennogo universiteta=Yugra State University Bulletin, 2017, vol. 13, no. 1-1, pp. 25–28. DOI: 10.17816/byusu2017131-125-28 (In Russ., аbstr. in Engl.)
  4. Kokhan S.T. Vysshee inklyuzivnoe obrazovanie: ot teorii k praktike: monografiya [Higher inclusive education: from theory to practice: monograph]. Chita: publ. of Transbaikal State University, 2019. (In Russ.)
  5. Zakharova A.V., Staroverova M.S. Tekhnologii povysheniya professional'noi kompetentnosti pedagogicheskikh kadrov v usloviyakh inklyuzivnoi obrazovatel'noi organizatsii [Technologies for Raising Professional Competence in Teachers Working in Inclusive Educational Institutions] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie PSYEDU.ru=Psychological Science and Education PSYEDU.ru, 2016, vol. 8, no. 3, pp. 153–165. DOI: 10.17759/psyedu.2016080314 (In Russ., abstr. in Engl.)
  6. Kantor V.Z., Zarin A., Kruglova Yu.A. et al. Pedagog inklyuzivnoi obrazovatel'noi organizatsii: kompetentnostnaya model' v kontekste vuzovskikh programm professional'noi podgotovki [Teacher of inclusive educational organization: competence model in the context of university professional training programs]. Obrazovanie i samorazvitie=Education and Self-development, 2021, no. 16(3), pp. 281–301.
  7. Kuzmina O.S. Problemy podgotovki pedagogov k rabote v usloviyakh inklyuzivnogo obrazovaniya. obzor pedagogicheskikh issledovanii [Problems of preparation of teachers to work in conditions of inclusive education. Review of pedagogical research]. Meždunarodnyj naučno-issledovatel’skij žurnal=International Research Journal, 2016, no. 4 (46), part 3, pp. 71–74. DOI: 10.18454/IRJ.2016.46.237 (In Russ., abstr. in Engl.)
  8. Lapp E.A., Yarikova S.G. Shkola-internat kak nauchno-metodicheskii tsentr podderzhki sub"ektov integrirovannogo i inklyuzivnogo obucheniya detei s ogranichennymi vozmozhnostyami zdorov'ya [The boarding school as the scientific- methodological support centre for subjects of integrated and inclusive education for children with limited health possibilities]. Biznes. Obrazovanie. Pravo=Business. Education. Right, 2017, vol, 41. no. 4, pp. 362–366. (In Russ., abstr. in Engl.)
  9. Maslieva S.N. Propedevtiko-inklyuzivnaya pedagogicheskaya praktika v sisteme profil'noi professional'noi podgotovki v gumanitarnom vuze [Propedeutic-inclusive pedagogical practice in the system of specialized vocational training in a humanitarian university]. In Pedagogika: traditsii i innovatsii: materialy VI Mezhdunar. nauch. konf. (g. Chelyabinsk, fevral' 2015 g.)=Pedagogy: Traditions and Innovations: Proceedings of the VI Intern. scientific. conf. (Chelyabinsk, February 2015). Chelyabinsk: Dva komsomol'tsa, 2015. pp. 46–51. URL: https://moluch.ru/conf/ped/archive/147/7269/ (Accessed 23.08.2021). (In Russ.)
  10. Nazarenko M.M., Lytkina A.V. Otsenka inklyuzivnoi sostavlyayushchei professional'noi kompetentnosti uchitelya [Evaluation of the inclusive component of professional competence of teachers]. Kazanskii pedagogicheskii zhurnal=Kazan Pedagogical Journal, 2016, vol. 119, no. 6, pp. 34–39. URL: https://cyberleninka.ru /article/n/otsenka-inklyuzivnoy-sostavlyayuschey-professionalnoy-kompetentnosti- uchitelya (Accessed 24.08.2021). (In Russ.)
  11. Nazarova N. Integrirovannoe (inklyuzivnoe) obrazovanie: genezis i problemy vnedreniya [Integrated education: genesis and application problems]. Sotsial'naya pedagogika=Social Pedagogics, 2010, no. 1, pp. 77–87. URL: https://cyberleninka.ru/ article/n/integrirovannoe-inklyuzivnoe-obrazovanie-genezis-i-problemy-vnedreniya-1 (Accessed: 19.08.2021). (In Russ.)
  12. Nemirova N.N., Kantor V.Z. Issledovanie potrebnostei pedagogicheskikh kollektivov shkol v usloviyakh institutsionalizatsii inklyuzivnogo obrazovaniya slepykh i slabovidyashchikh [Research on the needs of school teaching staff within the framework of institutionalization of inclusive education for the blind and visually impaired]. Science for Education Today, 2020, vol. 10, no. 3, pp. 28–44. DOI: 10.15293/2658-6762.2003.02 (In Russ., abstr. in Engl.)
  13. Rostovzeva M.V., Pomazan V.A., Rutts M.L. et al. Gotovnost' pedagogov srednei shkoly k realizatsii inklyuzivnogo obucheniya [Readiness of secondary school teachers to implement inclusive education]. Pedagogika i prosveshchenie=Pedagogy and Education, 2021. vol. 24, no. 2, pp. 130–144. DOI: 10.7256/2454-0676.2021.2.35622 URL: https://nbpublish.com/library_read_article.php?id=35622 (Accessed: 15.08.2021). (In Russ.)
  14. Samsonova E.V. T'yutorskoe soprovozhdenie obuchayushchikhsya s osobymi obrazovatel'nymi potrebnostyami v usloviyakh inklyuzivnogo obrazovaniya [Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education]. Klinicheskaia i spetsial'naia psikhologiia=Clinical Psychology and Special Education, 2021, vol. 10, no. 2, pp. 165–182. DOI: 10.17759/cpse.2021100210. (In Russ., аbstr. in Engl.)
  15. Samsonova E.V., Melnikova V. Gotovnost' pedagogov obshcheobrazovatel'noi organizatsii k rabote s det'mi s ogranichennymi vozmozhnostyami zdorov'ya i det'mi s invalidnost'yu kak osnovnoi faktor uspeshnosti inklyuzivnogo protsessa [The Willingness of Teachers of Educational Organization to Work with Children with Disabilities as a Key Factor of Success of an Inclusive Process]. Klinicheskaia i spetsial'naia psikhologiia=Clinical Psychology and Special Education, 2016, vol. 5, no. 2, pp. 97–112. DOI: 10.17759/cpse.2016050207. (In Russ., аbstr. in Engl.)
  16. De Boer A., Pijl S.J., Minnaert A. Regular primary schoolteachers' attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 2011. vol. 15, no. 3, pp. 331–353. DOI: 10.1080/13603110903030089
  17. Demo H., Nes K., Somby H.M. et al. In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway. International Journal of Inclusive Education, 2021. DOI: 10.1080/13603116.2021.1904017
  18. Filipiak A. Kompetenzmodellierung in inklusionsorientierter LehrerInnenbildung [Competency modeling in inclusion-oriented teacher training]. QfI. Qualifizierung für Inklusion=QfI. Qualification for Inclusion, 2020, vol. 2, no. 1. DOI: 10.21248/qfi.21 [in Austrian, аbstr. in Engl.]
  19. Holzinger A., Feyerer E., Grabner R. et al. Kompetenzen für Inklusive Bildung – Konsequenzen für die Lehrerbildung. In S. Breit, F. Eder, K. Krainer et al. (eds.), Fokussierte Analysen und Zukunftsperspektiven für das Bildungswesen: Nationaler Bildungsbericht Österreich=Focused Analyzes and Future Prospects for the Education System: National Education Report Austria. Graz: Leykam, 2019, pp. 63–98. DOI: 10.17888/nbb2018-2
  20. Mitchell D. What really works in special and inclusive education: Using evidence- based teaching strategies. NY: Routledge, 2008. 253 p.
  21. Rojo-Ramos J., Manzano-Redondo F., Barrios-Fernandez S. et al. A descriptive study of specialist and non-specialist teachers’ preparation towards educational inclusion. International Journal of Environmental Research and Public Health, 2021, vol. 18, 7428. DOI: 10.3390/ijerph18147428

Information About the Authors

Vitaliy Z. Kantor, Doctor of Education, Vice-rector, Professor, Chair of fundamentals of defectology and rehabilitation, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-9700-7887, e-mail: v.kantor@mail.ru

Yuliya L. Proekt, PhD in Psychology, Associate Professor, Chair of psychology of professional activity, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-1914-9118, e-mail: proekt.jl@gmail.com

Galina V. Nikulina, Doctor of Education, Head of the chair, Chair of typhlopedagogy, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-8601-8655, e-mail: gnikulina40@gmail.com

Alexander P. Antropov, PhD in Education, Associate Professor, Professor, Chair of oligophrenopedagogy, Head of the Institute of Defectological Education and Rehabilitation, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-5877-4437, e-mail: alexantropov@inbox.ru

Irina E. Kondrakova, PhD in Education, Professor, Chair of preschool pedagogy, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-8123-740X, e-mail: condrakova.irina@yandex.ru

Svetlana E. Zalautdinova, Assistant, Chair of theory and history of pedagogy, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-3182-9941, e-mail: zalautdinova@yandex.ru

Ol’ga V. Litovchenko, Assistant, Chair of theory and history of pedagogy, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-0621-9236, e-mail: o.v.litovchenko@mail.ru

Metrics

Views

Total: 1815
Previous month: 42
Current month: 29

Downloads

Total: 313
Previous month: 9
Current month: 5