TRAINING OF FUTURE TEACHERS FOR WORK WITH CHILDREN UNDER THE CONDITIONS OF PRESCHOOL INCLUSIVE EDUCATION

被引：0

作者：

Zdanevych, Larysa, V ^{[1
]}

Chaika, Volodymyr M. ^{[2
]}

Pysarchuk, Oksana T. ^{[2
]}

Tsehelnyk, Tetiana M. ^{[3
]}

Ratushniak, Natalia O. ^{[2
]}

机构：

[1] Khmelnytskyi Humanitarian Pedag Acad, Fac Pre Sch Educ & Psychol, Sch Pedag Psychol & Profess Method, Khmelnytskyi, Ukraine

[2] Ternopil Natl Pedag Univ, Dept Pedag & Methods Primary & Presch Educ, Fac Pedag & Psychol, Ternopol, Ukraine

[3] Khmelnytskyi Humanitarian Pedag Acad, Fac Pre Sch Educ & Psychol, Dept Pre Sch Pedag Psychol & Profess Methods, Khmelnytskyi, Ukraine

来源：

REVISTA TEMPOS E ESPACOS EDUCACAO | 2020年 / 13卷 / 32期

关键词：

Preschool educational institutions; inclusiveness; inclusive education; educators; teachers;

D O I：

10.20952/revtee.v13i32.14943

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The objective of this study is to identify areas of training of teachers, as well as a set of skills needed to work in inclusive institutions, taking into account the criteria of readiness of teachers. The study involved generalization, abstraction, grouping, and survey methods. Grouping the components of readiness of future teachers for preschool inclusive education allowed to identify several basic components: motivational, cognitive, value-content and operational-activity. Also was identified conceptual criteria for the readiness of future teachers, to assess the importance of each of them through a survey. The results of the study have several limitations, in particular insufficiently covered practical component of training of preschool teachers, as well as the limited number of research methods used in this article.

引用

页数：15

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