Inclusive Professional Competences: Assessment Paradigm of Pedagogical Community*

286

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.)

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Information About the Authors

Vitaliy Z. Kantor, Doctor of Education, Vice-rector, Herzen State Pedagogical University of Russia, Professor, Chair of fundamentals of defectology and rehabilitation, 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

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