In the article the results of the experimental verification of the effectiveness of socio-pedagogical competence of the future primary school teachers for work in an inclusive environment of an education institution in the process of training in higher education pedagogical institutions are analyzed. The article proves that implementation model of socio-pedagogical competence has a positive effect on the dynamics of its components of competences: cognitive, activity, professional personality-based. The article also proves that training of the future elementary school teachers for work in inclusive environments provides effective process of forming social-pedagogical competence on the condition of the implementation of the developed model and effectiveness of pedagogical conditions. The stages of training of the future teachers of elementary school for work in an inclusive environment of an education institution are disclosed. The importance of socio-pedagogical skills for the future careers of the future elementary school teacher in an inclusive environment of an educational institution is analyzed. The criteria and levels of socio-pedagogical competence of students of higher education: high, medium, sufficient are defined. Criteria of formation of social-pedagogical competencies define professional, personal and cognitive-activity components. The results of pedagogical experiment are generalized. It is proved that in the experimental group the percentage of students with high levels of formation of socio-pedagogical competence had increased. The number of students with sufficient formation of social-pedagogical competence had decreased. This demonstrates the effectiveness of the model of socio-pedagogical competence of students in professional training in higher education institutions. Conceptual model of the future elementary school teacher’s training explains the process of socio-pedagogical competence of students based on the environmental approach. The author sees the future of this research in determination of the level of formation of students’ reflection during their professional training.
The article sets the goal to define the role of practical training in pedagogy in training future teachers and study the issue of social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools. In the article traditional approaches to the practical lessons are defined. The essence of contextual learning is found out. The role of practical training in shaping social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools is defined. The requirements for definition of the didactic purpose of practical lessons, the requirements for their structure are presented. The article outlines the shortcomings of traditional methods of teaching social-pedagogical disciplines in higher education. The necessity of introducing contextual teaching at practical lessons in teaching the subject “Fundamentals of inclusive pedagogy” is grounded. It is defined that the basis of learning is contextual and social modeling of substantive content of future careers by playing real teaching situations. In this regard, the dominant species identified social-pedagogical activity of the future primary school teacher of inclusive comprehensive school. Based on certain types of activity the model of social-pedagogical competence of the future primary school teacher of inclusive comprehesive schools is defined. In created model of social-pedagogical competence were defined the structural components of social and pedagogical competence of the future primary school teachers of inclusive comprehensive schools. It is found out that a training course “Fundamentals of Inclusive Education” is an integral part of social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools. A description of the organization and methods of fragments of practical training course “Fundamentals of Inclusive Education”, aimed at forming social-pedagogical competence of the future primary school teacher of inclusive comprehensive schools is suggested. So, the use of contextual learning in practical classes will help maximally approach the content and process of training students for future careers that will provide formation of individual style of professional activity. Prospects for further research coverage are seen in determining the nature and role of lectures in order to create social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools.
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