Formation of prospective music art teachers’ readiness for inclusive educational activity
DOI:
https://doi.org/10.34069/AI/2021.45.09.18Keywords:
Readiness, inclusive educational activities, people with special educational needs, pedagogical technology of inclusive music education, future music teacher.Abstract
The article reveals the current problem of Ukrainian and foreign education - the preparation of present-day teachers to get engaged with learners with special educational needs. The objective of the study is to highlight the results of theoretical and experimental research on the formation of prospective music teachers’ readiness for inclusive educational activities, which is the result of students` professional training, prospective bachelors of music, determined by the level of music mastery, psychological-and-pedagogical, information and communication knowledge and skills along with technological ones regarding a system of humanistic and cultural values in the field of educational inclusion. To study this problem, the following scientific research methods were used, such as: scientific approaches (humanistic, socio-psychological, technological, competence), a set of theoretical, empirical, mathematical methods. The structure of readiness of prospective music art teachers for educational inclusive activities comprises the following components: motivation-and-value, psychological-communicative, musical-epistemological, inclusion-and-activity. The results of the pedagogical experiment proved the effectiveness of enriching the content of bachelor students` training with an educational and inclusive component and the introduction of author's pedagogical technology of inclusive music education for secondary school students, mastering of which enhances the readiness for inclusive education with prospective music art teachers.
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References
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Pisareva, O., & Gritsenko, A. (2011). Cognitive regulation of emotions. Philosophy and Social Sciences: Scientific Journal, 2. pp. 64-69. Retrieved from: https://elib.bsu.by/bitstream/123456789/8816/1/pages%20from%20ph%26ss_2011-2.%2064-69pdf.pdf
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Rean, A.A. (2001). Practical psychodiagnostics of personality. St. Petersburg: St. Petersburg State University.
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, 7(num Especial), pp. 233-241.
Shved, M. (2015). Bases of inclusive education: textbook. Lviv: Ukrainian Catholic University.
Sinyov, V.M. (2003). Correction. Special pedagogy: conceptual and terminological dictionary. Luhansk: Alma Mater. pp. 186 - 187.
Sinyova, E.P. (2012). Peculiarities of personality development and upbringing with profound visual impairments. Kyiv: M.P. Drahomanov National Pedagogical University Publishing House. Retrieved from: https://mydisser.com/dfiles/43405536.doc
Strogilos, V., Tragoulia, E., Avramidis, E., Voulagka, A., & Papanikolaou, V. (2017). Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms. Disability & Society, 32(8), 1216-1238. (doi: 10.1080/09687599.2017.1352488).
Sysoeva, S., Ovcharenko, N., & Chebotarenko, O. (2020). Professional training of future music art teachers for inclusive education: theoretical and technological aspects. SHS Web Conf. Vol 75, 2020Retrieved from: https://www.shs-conferences.org/articles/shsconf/abs/2020/03/shsconf_ichtml_2020_04006/shsconf_ichtml_2020_04006.html
Cagran, B., & Schmidt, M. (2011). Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school. Educational Studies, 37(2), 171-195. Retrieved from: https://doi.org/10.1080/03055698.2010.506319
Fedorenko, S.V. (2012). Education and upbringing of children with visual impairments in Ukraine: history and present. Zaporizhzhia: Editorial of the Khortytsya National Multidisciplinary Training and Rehabilitation Center, 306 p. https://scholar.google.com.ua/citations?user=5Hva9dEAAAAJ&hl=ru
Januszewska-Warych, M.M. (2005). Developing opportunities of music in teaching children of different intellectual levels. (Phd thesis), Higher School of Education, Moscow. Retrieved from: https://www.dissercat.com/content/razvivayushchie-vozmozhnosti-muzyki-v-obuchenii-detei-raznogo-intellektualnogo-urovnya
Kerrol, I.E. (2008). The psychology of emotions. SPb: Peter. Retrieved from: https://avidreaders.ru/book/psihologiya-emociy.html
Kolupaeva, A.A., & Taranchenko, O.M. (2016). Inclusive education: from the basics to practice: a monograph. Kyiv: ATOPOL LLC.
Kortneva, Y.V. (2004). Diagnosis of an actual problem. Leonhard-Shmishek method. Moscow: Institute for General Humanitarian Research. Retrieved from: http://psychlib.ru/mgppu/KDa-2004/KDA-001.HTM#$p1
Koval, L.V. (2012). Professional training of future teachers in the context of the modern primary education development. Donetsk: LANDON-XXI. Retrieved from: https://docplayer.net/85662484-Profesiyna-pidgotovka-maybutnih-uchiteliv-u-konteksti-rozvitku-suchasnoyi-pochatkovoyi-osviti.html
Law ? 2145-VIII. On education. VVR, Kyiv, Ukraine, Septemder 5, 2017. Retrieved from: http://zakon3.rada.gov.ua/laws/show/2145-19
Law ? 463-IX. About full general secondary education. VVR, Kyiv, Ukraine, January16, 2020. Retrieved from: https://zakon.rada.gov.ua/laws/show/463-20#Text
Leongard, K. (1981). Accentuated personalities. Kiev: Higher School. Retrieved from: http://ijad206.u-p.spb.ru/karl-leongard-akcentuirovannye-lichnosti-skachat/725811/188943/409942.html
Lusin, D.V. (2009). EmIn Emotional Intelligence Questionnaire: New Psychometric Data. Social and emotional intelligence: from processes to dimensions. Moscow: Institute of Psychology, Russian Academy of Sciences. pp. 264–278. Retrieved from: http://creativity.ipras.ru/texts/books/social_IQ_2009/lusin_social_IQ_2009.pdf
Matiykiv, I.M. (2012). The emotional competence training. Kyiv: Pedagogical Thought. Retrieved from: https://lib.iitta.gov.ua/6191/
MES of Ukraine (2020). Concept of «National strategy for development of inclusive education in 2020-2030.. Retrieved from: https://mon.gov.ua/ua/news/mon-rozrobilo-strategichni-napryami-rozvitku-inklyuzivnoyi-osviti-do-2030-roku
Mokter, H. (2012). An Overview of Inclusive Education in the United States. Communication Technology for Students in Special Education and Gifted Programs?. Reno, USA: University of Dhaka, Bangladesh and University of Nevada. Retrieved from: https://www.igi-global.com/chapter/overview-inclusive-education-united-states/55460
Myung-sook, K., & Sunwoo, S. (2017). Education of Students with Disabilities in the USA: Is Inclusion the Answer? International Journal of Learning, Teaching and Educational Research. Vol. 16, 10. Retrieved from: https://doi.org/10.26803/ijlter.16.10.1
Order ? 8. MES of Ukraine «On Approval of the Regulations on the Individual Form of Education in General Educational Institutions». Kiyiv. Ukraine, January12, 2016. Retrieved from: https://xn--80aagahqwyibe8an.com/mon-ukrajini/nakaz-vid-12012016-pro-zatverdjennya319556.html
Ovcharenko, N. (2019). Current state of professional training of future musical art teachers for educational inclusion. Education: Modern Discourses, 2, 55-62. Retrieved from: http://emdnaes.org.ua/index.php/Educ_Mod_discourse/article/view/59/62
Ovcharenko, N., Matveieva, O., & Chebotarenko, O. (2020). Metodological readiness formation of future music art teachers for their professional activity. Amazonia Investiga, 9(27), pp. 157-164. https://doi.org/10.34069/AI/2020.27.03.16
Pakulina, S.A., & Ovchinnikov, M.V. (2010). Motivation of teaching students of pedagogical university. Psychological science and education. 2(1). Retrieved from: https://psyjournals.ru/psyedu_ru/2010/n1/26655.shtml
Petrushin, V.I. (2008). Music psychology. Moscow: Academic project; Trixtus. Retrieved from: https://ukiik.ru/wp-content/uploads/2020/03/4.-petrushin-v.-muzykalnaya-psihologiya.pdf
Pisareva, O., & Gritsenko, A. (2011). Cognitive regulation of emotions. Philosophy and Social Sciences: Scientific Journal, 2. pp. 64-69. Retrieved from: https://elib.bsu.by/bitstream/123456789/8816/1/pages%20from%20ph%26ss_2011-2.%2064-69pdf.pdf
Poroshenko, M.A. (2019). Inclusive education: a textbook. Kyiv: Agency Ukraine LLC. Retrieved from: https://mon.gov.ua/storage/app/media/inkluzyvne-navchannya/posibniki/inklyuziyavnz.pdf
Rean, A.A. (2001). Practical psychodiagnostics of personality. St. Petersburg: St. Petersburg State University.
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, 7(num Especial), pp. 233-241.
Shved, M. (2015). Bases of inclusive education: textbook. Lviv: Ukrainian Catholic University.
Sinyov, V.M. (2003). Correction. Special pedagogy: conceptual and terminological dictionary. Luhansk: Alma Mater. pp. 186 - 187.
Sinyova, E.P. (2012). Peculiarities of personality development and upbringing with profound visual impairments. Kyiv: M.P. Drahomanov National Pedagogical University Publishing House. Retrieved from: https://mydisser.com/dfiles/43405536.doc
Strogilos, V., Tragoulia, E., Avramidis, E., Voulagka, A., & Papanikolaou, V. (2017). Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms. Disability & Society, 32(8), 1216-1238. (doi: 10.1080/09687599.2017.1352488).
Sysoeva, S., Ovcharenko, N., & Chebotarenko, O. (2020). Professional training of future music art teachers for inclusive education: theoretical and technological aspects. SHS Web Conf. Vol 75, 2020Retrieved from: https://www.shs-conferences.org/articles/shsconf/abs/2020/03/shsconf_ichtml_2020_04006/shsconf_ichtml_2020_04006.html
Published
2021-10-29
How to Cite
Ovcharenko, N., Sysoieva, S., Samoilenko, A., Chebotarenko, O., & Bohianu, K. (2021). Formation of prospective music art teachers’ readiness for inclusive educational activity. Amazonia Investiga, 10(45), 175–184. https://doi.org/10.34069/AI/2021.45.09.18
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