Psychological Science and Education
2024. Vol. 29, no. 5, 110–122
doi:10.17759/pse.2024290509
ISSN: 1814-2052 / 2311-7273 (online)
Assessment of Professional Teacher Training in the Context of Inclusion in Belarus
Abstract
The results of an empirical study of a comprehensive assessment of the professional training of future teachers of various specialties (preschool educators, primary school teachers, subject teachers, psychology teachers, social educators, speech pathologists) at higher education institutions in the Republic of Belarus are presented. The complexity of the assessment is ensured by the study of all components of professional teacher training (educational conditions, educational process, educational results) and the representativeness of the multi-subject groups of respondents (vice-rectors for academic affairs of institutions of higher education, teaching staff, graduate students and undergraduates). In order to obtain the research results, there were used author's checklists, 4 types of questionnaires correlated with the marker system (marker 1 – "educational conditions", marker 2 – "educational process", marker 3 – "educational results"), criteria, indicators. The study involved 8242 respondents, including the authority (10 vice-rectors for academic affairs), the teaching staff (1131 people), future teacher students of various specialties (7101 people). Mathematical and statistical data processing included the usee of Pearson's χ2 criterion (STATISTICA statistical package version 10.0). The study allowed us to see an important problem – "deficits" in the quality of university teaching staff training (especially its methodological component) that enables to solve problems of forming professional competencies in future teachers. The assessment of professional teacher training made it possible to determine the vectors of improvement of organizational and pedagogical conditions, content and methodological support of higher teacher-training education in the context of the implementation of the principle of inclusion, new methodological approaches to improving the quality of differentiated professional teacher training and to create a basis for making a number of managerial decisions.
General Information
Keywords: the principle of inclusion in education; special educational needs; professional teacher training; educational process; educational conditions; educational results; higher education institution
Journal rubric: Educational Psychology
Article type: scientific article
DOI: https://doi.org/10.17759/pse.2024290509
Funding. The article was prepared based on the results of the implementation of the international technical assistance project "Inclusive Education: a favorable environment for realizing the potential of every child", approved by Resolution No. 15 of the Council of Ministers of the Republic of Belarus dated March 21, 2022.
Received: 08.08.2024
Accepted:
For citation: Khitryuk V. Assessment of Professional Teacher Training in the Context of Inclusion in Belarus. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2024. Vol. 29, no. 5, pp. 110–122. DOI: 10.17759/pse.2024290509. (In Russ., аbstr. in Engl.)
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