Managing teacher’s inclusive culture development
The article is devoted to the phenomena of teacher’s inclusive culture, its development and managing this process. In philosophical, psychological and pedagogical literature the teacher’s inclusive culture is considered as a part of general educational culture and is characterized by broad understanding of philosophical and methodological foundations of inclusion, teacher’s deep acceptance and desire to implement inclusive values, creative approach to professional activities and professional self-improvement at a personal level. The purpose of the study was theoretically substantiate a tool that will diagnose the level of teacher’s inclusive culture, help to identify problems of teacher’s inclusive culture development and to work out technology to manage this process. The development of inclusive culture includes the following aspects: 1) school culture; 2) relationships with families; 3) staff training and support; 4) gaining access to specialized support services; 5) students’ support and involvement. The algorithm of activity on technology of managing teacher’s inclusive culture development is presented. Results. Since, in practice of managing a general secondary education institution, there is no tool for measuring and assessing the level of teacher’s inclusive culture development, we have made an attempt to work it out. The international significance and importance of our article is that criteria for assessing the level of teacher’s inclusive culture development were clarified and defined. Based on qualimetric approach a factor-criterion model for diagnosing the level of teacher’s inclusive culture and help the head of educational institution to identify problems and work out technology of managing teacher’s inclusive culture development was presented.
Boghian, I. (2019). Empowering Teachers to Deal with Classroom Diversity. Romanian Journal for Multidimensional Education, 11(3), 1-9.
Busher, H (2005). Constructing cultures of inclusion in schools and classrooms: hearing voices, building communities for learning paper given at the British Educational Research Association Annual Conference, Pontypridd, Wales: University of Glamorgan, 14-17 Sept.
Dmitrenko, G. A. (1999). Strategic management in the education system. [PDF file]. Available at: https://maup.com.ua/ua/navchannya-u-maup/library/pidruchniki/upravlinnya-personalom/strategicheskiy_menedzhment_v_sisteme_obrazovaniya.html. Access: September, 9, 2021.
Frumos, L. (2018). Attitudes and Self-Efficacy of Romanian Primary School Teachers towards Including Children with Special Educational Needs in Regular Classrooms. Romanian Journal for Multidimensional Education, 10(4), 118-135.
Emel'janova, T.V., & Sinjavskaja, A.A. (2015). Inclusive culture of «inclusive education» future teachers. [PDF file]. https://apni.ru/media/Sb_k-7-10.pdf#page=39
Janusova, O.B. (2018). Structural and content component of future teacher’s inclusive culture. Bulletin of BargU. Ser.: Pedagogical sciences. Psychological sciences. Philological sciences, 6, 65–71.
Khliebnikova, T. M., Hrechanyk, O. Ye. Gryhorash, V. V. (2019). Acmeological support of a teacher in the process of self-development. Science Review 6(13), Vol. 1.
Kozma, R. B. & Anderson, R. E. (2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18(4), 387-394.
Mâţă, L., & Clipa, O. (2020). Inclusive Education and In-service Teachers' Attitudes. Romanian Journal for Multidimensional Education, 12(1), 135-149.
Mokhnach, K.V., & Nesyna, S.V. (2020). The concept of "inclusive teacher culture" in psychological and pedagogical literature. Pedagogy, Psychology, Society, 136-143. Retrieved from: https://phsreda.com/e-articles/140/Action140-74896.pdf [in Russian]
Poleshchuk, E. (2016). Forming inclusive culture in general secondary school. Educational Social Network. Available at: https://nsportal.ru/vuz/psikhologicheskie-nauki/library/2016/05/11/formirovanie-inklyuzivnoy-kultury-v. Access: September, 9, 2021.
Poljanskij, A.I., & Martirosjan, V.D. (2018). Inclusive culture in the educational organisation. Scientific works of the Moscow University for the Humanities, 1, 67–72. Available at: https://cyberleninka.ru/article/n/inklyuzivnaya-kultura-v-obrazovatelnoy-organizatsii. Access: September, 9, 2021.
Rojas-Bahamón, M.J., Aguilar-Cruz, P.J., & Arbeláez-Campillo, D.F (2020). Curricular integration as a strategy to strengthen the educational process in public institutions in COVID-19 times. Revista Inclusiones Vol. 7, num Especial, 233-241.
Yel'nikova, G. V. (1999). Scientific basis of general secondary education management in a region. K.: Dako. Available at: http://www.irbis-nbuv.gov.ua/cgi-bin/irbis_nbuv/cgiirbis_64.exe?Z21ID=&I21DBN=EC&P21DBN=EC&S21STN=1&S21REF=10&S21FMT=fullwebr&C21COM=
D0%BB%D1%8C%D0%BD%D0%B8%D0%BA%D0%BE%D0%B2%D0%B0%20%D0%93$ Access: September, 9, 2021.