Būsimųjų muzikos mokytojų rengimas įtraukiajam ugdymui

Girdzijauskienė, Rūta; Sakadolskienė, Emilija

doi:10.15823/p.2018.33

Pedagogika

2019

DOI: 10.15823/p.2018.33

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Būsimųjų muzikos mokytojų rengimas įtraukiajam ugdymui

Rūta Girdzijauskienė¹,

Emilija Sakadolskienė²

Abstract: Straipsnyje aptariama įtraukiojo ugdymo, kaip teikiančio lygias ugdymosi galimybes visiems ugdytiniams, nepaisant kultūrinių, socialinių ar kitokių skirtumų, problematika. Remiantis keturių tikslinės grupės interviu su muzikos pedagogikos studijų programų studentais ir pedagogais praktikais rezultatais analizuojama, kaip būsimieji muzikos mokytojai yra rengiami įtraukiajam ugdymui. Tyrimo rezultatai atskleidė kitoniškumo ribotą supratimą, gebėjimų užtikrinti įtraukųjį ugdymą stoką, nepakankamą mokytojų mentori… Show more

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Cited by 2 publications

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Teachers’ Insights on the Development of Personal Competence of Pupils with Visual Impairments in Music Schools

Žuk-Butkuvienė

2021

JMD

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According to the legal acts of the European Union and Lithuania regulating the aims and peculiarities of the organization of education, non-formal education and learning and educational assistance for pupils with special educational needs, scientific research of Lithuanian and foreign authors, it can be stated that musical activity for pupils with special educational needs benefits revealing and strengthening of their personal competence. However, the research on development of personal competence through non-formal and formal education, complemented with music and art programs for children with special needs, especially students with visual impairments, is insufficient. The aim of the research is to reveal teachers’ insights on the development of personal competence of pupils with visual impairments in music schools. To reveal the aim of this work and to reach its goals qualitative research based on qualitative content analysis is used. The methods to collect information are: semi-structured interviews and monitoring. Personal competence can be defined as corresponding components, that make up three types of skills: self-understanding (well-being, self-expression, independence), self-evaluation (self-assessment, self-esteem, self-confidence), self-control (self-regulation, decision-making, responsibility, sociability). The results of the semi-structured interview with 5 teachers suggest that purposeful development of personal competence of pupils with visual impairments can help to create and implement already existing social skills, to strengthen and expand them with practical experience. Music schools have an opportunity to educate pupils with visual impairments by individualizing curricula, enabling them to disclose their talents and meeting their individual needs for self-expression, nurturing innate powers, preparing for autonomous life, understanding common values, which will later be used as a framework for their future lives.

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Teachers’ Insights on the Development of Personal Competence of Pupils with Visual Impairments in Music Schools

Žuk-Butkuvienė

2021

JMD

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The Impact of Role-playing Games on Developing Empathy of Future Preschool Inclusive Teachers

Komisaryk,

Kuznietsova,

Taniavska

et al. 2023

International Journal of Education and Information Technologies

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Inclusive education should be based on the effective involvement of people with disabilities in the educational process to obtain positive results. The work aims to determine the impact of role-playing games on developing empathy of future inclusive teachers. The aim was achieved using the Likert scale, observation, value function calculations, the rank coefficient of the level of effectiveness, and the Cramér criterion. The results of the study showed that it is necessary to ensure that students’ experiences during communication are considered first and foremost for the effectiveness of learning in an inclusive class and the development of empathy (0.93). Therefore, this criterion was primarily considered during the development of learning mechanisms. Training mechanisms for future teachers were intended to ensure the formation of an adaptive function, a communicative function, an understanding of a new approach, and the formation of an educational function. The game-based approach became the foundation of the educational process. A high level of empathy was achieved among 89% of students, which is associated with the development of tolerance. A high level of empathy was reflected in the development of communication (28%), creative activity (27%), and a greater level of restraint (23%). An individual approach in the process of teaching preschoolers influences their achievement of a high level of knowledge. The importance of the work is determining approaches to the development of a high level of empathy among future inclusive teachers using role-playing games, which is important for children’s development. Research prospects are related to the possibilities of developing empathy for future teachers by using the role-playing approach in education and digital technologies.

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Būsimųjų muzikos mokytojų rengimas įtraukiajam ugdymui

Cited by 2 publications

References 11 publications

Teachers’ Insights on the Development of Personal Competence of Pupils with Visual Impairments in Music Schools

Teachers’ Insights on the Development of Personal Competence of Pupils with Visual Impairments in Music Schools

The Impact of Role-playing Games on Developing Empathy of Future Preschool Inclusive Teachers

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