全纳教育中的导师能力:专业培训课程的细节

E. Samsonova, Y. Bystrova, A. Shemanov, E. Kutepova
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引用次数: 6

摘要

本文对比分析了作为职业能力组成部分的高等职业教育学生和在职导师的辅导准备能力和辅导能力的特点。本研究样本由159名受访者组成,其中67名在职导师,33名高等教育“心理与教育学”方向的本科生,59名受访者,其中28名高等教育(“社会工作”方向)的本科生和31名中等职业教育(“社会工作”专业)的学生。本研究使用我们所开发的量表来评估全纳教育背景下导师支持的专业能力。采用“Anketolog”系统远程收集问卷答案,使用SPSS Statistics 18.0程序进行统计处理。在所有答复组中,各量表之间所显示的统计上显著的相关性与国际研究中使用的类似量表之间的联系相一致。研究表明,社会方向的学生更愿意实施与学生主体地位实现相关的导师职能,心理和教育学方向的学生更熟悉确保为儿童创造特殊教育条件的知识和工作方法作为心理教育学支持的对象。结论是,在培养中等职业教育和高等教育的毕业生时,有必要平衡培养毕业生掌握为残疾学生创造特殊教育条件的方法和技术的能力,以及与支持他们积极参与教育过程的方法和技术相关的能力。这两者的和谐结合构成了包容性背景下导师支持的具体内容。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Tutor Competencies in Inclusive Education: Specifics of Professional Training Curricula
The article provides a comparative analysis of the features of readiness and ability for tutor support as components of professional competencies of students of higher and secondary vocational education, as well as working tutors. The sample of this study is represented by 159 respondents – 67 working tutors, 33 undergraduates in the direction of higher education "Psychological and pedagogical education", 59 respondents, of which 28 undergraduates of higher education (direction "Social work") and 31 students of secondary vocational education (specialty "Social work"). The study was carried out using the scales developed by us to assess professional competencies for tutor support in the context of inclusive education. The answers to the questionnaire were collected remotely using the "Anketolog" system and processed statistically using the SPSS Statistics 18.0 program. In all groups of respondents, the revealed statistically significant correlations between the scales corresponded to the connections of similar scales used in international studies. It is shown that students of the social direction are more ready to implement tutor functions related to the actualization of the subject position of students, and students of the psychological and pedagogical orientation of the programs are more familiar with the knowledge, methods of work that ensure the creation of special conditions for education for the child as an object of psychological pedagogical support. It is concluded that when preparing graduates of secondary vocational and higher education, it is necessary to balance the development by graduates of competencies aimed at mastering the methods and techniques of creating special educational conditions for students with disabilities, and competencies associated with methods and techniques that support their active, involved participation in the process of education, the harmonious combination of which makes up the specifics of tutor support in the context of inclusion.
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