Development of Professional Competences of teachers and Psychologists in the Conditions of Joint training

Коробейников, И.А.; Kuzmicheva, Tatiana V.

doi:10.31992/0869-3617-2019-28-6-97-106

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…It should be noted that one of the most important and, at the same time, difficult tasks of professional interaction between a teacher and a psychologist is monitoring the individual psychosocial development of a child with disabilities in an inclusive education, the stage of which is the transfer of psychological knowledge into the educational process (Korobeinikov & Kuzmicheva, 2019). Such a translation is possible with the joint design of an adaptive lesson strategy, when, on specific subject content, these specialists organize the sequence and content of cooperation between the teacher and the student.…”

Section: Introductionmentioning

confidence: 99%

Adaptive Lesson Strategy as a Means of Individualizing Educational Activities

Kuzmicheva¹,

Afonkina²

2022

VII International Forum on Teacher Education

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The current problem field of modern education is revealed through the need to ensure the accessibility and quality of education and upbringing of children with different educational needs. Among them, children with special health needs should be identified as needing serious adaptation of all components of the educational system: goals and objectives, content, conditions, forms and methods, means of education. Monitoring of individual psychosocial development of students is considered by us as the most effective tool for quality control and timely correction of content and organization of educational process in conditions of inclusion. The article reveals the author's approach, which considers the resources of interaction of school specialists as the basis for achieving such changes. The study presented in the article is aimed at studying the professional behavior of a teacher and psychologist at different stages of monitoring the individual psychosocial development of a student with special health needs. The types of professional behavior of a teacher and a psychologist during their interaction ("isolation", "chaotic movement", "forced interaction", "purposeful interaction", "real cooperation") are distinguished. The need is justified and an adaptive lesson strategy is developed, which involves professionally valuable formats of interaction between a teacher and a psychologist at different stages of its design. Effective ways of overcoming meaning, operational and targeting barriers are defined on the basis of new dialogic formats of such interaction between specialists providing individualization of educational environment for students with different educational needs. The scale of the problem is determined, first of all, by the fact that the development of a scientific justification and the practical operationalization of the adapting lesson methods contributes to ensuring the inclusion of a student with special health needs in educational activities and increases its both academic and social success.

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Section: Introductionmentioning

confidence: 99%

Adaptive Lesson Strategy as a Means of Individualizing Educational Activities

Kuzmicheva¹,

Afonkina²

2022

VII International Forum on Teacher Education

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“…Few papers are devoted to finding out to what extent the textbooks contribute to the acquisition of rhetorical skills (Wang, 2018). The learning process is considered as a transition from form to the meaning of speech phenomena and the speech creativity of students (Byrdina, Dolzhenko & Yurinova ,2018).The authors consider the professional competence of the teacher-philologist as a unity of the following components: key competence, basic competence and special competence; raise the problem of training philologists ready for competenceoriented, intellectual and creative professional activities (Koval, 2013;Zhuravleva & Kashlach, 2017;Korobeinikov & Kuzmicheva, 2019).The authors of scientific papers point out the great contribution of oral and written academic texts to the acquisition of knowledge about rhetorical devices (Gorelova & Korableva, 2013). The analysis of scientific papers proves that university training becomes more effective if it is aimed at improving education, at the development of communicative skills allows to quickly adapt in the professional field, in modern life.…”

Section: Introductionmentioning

confidence: 99%

Improving the Teaching of Rhetoric of Students-Philologists by Text Analysis

Кораблева¹,

Gorelova

2020

Journal for the Education of Gifted Young Scientists

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The aim of this study is to present the authors' experience in improving the teaching of rhetoric by the formation of students' skills to analyze text. This research is devoted to the problems of teaching the rhetoric of students of higher educational institutions of the humanities. The research considers a comprehensive approach to working with a rhetorical text, reveals the specifics of rhetorical analysis of the text as an important factor in the formation of communicative competence of future philologists, which is one of the main aspects of their professional training. Experimental testing and creative work were done. The data were collected using tests and creative work. The testing of methods for improving the teaching of rhetoric was conducted in the form of an experience in the context of the Russian State University named after A. N. Kosygin. Third-year students of the faculties of Philology and Linguistics were involved in the research. Results of the research that are firstly, the acquired knowledge and skills influenced the formation of such qualities as observation, logical thinking, creative imagination and the independence of mind. Secondly, practical mastery of rhetoric by text analysis contributes to mastering the constructing and implementing public speech and developing speech abilities.

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Educational communities of rural schools in the arctic (on the example of the Murmansk oblast): A social justice perspective on inclusion

Afonkina,

Kuzmicheva

2024

jour

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The article addresses the current problem of searching and substantiating mechanisms for the development of inclusive education. The research relevance is also determined by the Arctic context, which corresponds to the epistemological need of modern interdisciplinary knowledge in the development of inclusive education, the priorities of state policy, as well as to the expectations and demands of regional communities. The authors aim to study social interactions within rural schools in the Arctic from the standpoint of inclusion as an indicator of social justice (on the example of the Murmansk Oblast). To that end, rural schools are modelled and described based on the developed criteria. Difficulties experienced by the teachers in the course of inclusive educational process, including when using distance technologies, are typified. According to the results obtained, typical models of rural schools in the Murmansk Oblast include suburban schools and remote schools and their following variants: the school as a territorial cooperation, a border school, an isolated school, and an indigenous school. In all rural school models, under successful formation of external and internal social ties, a shortage of special education teachers is observed. The teachers face methodological, organizational, and social difficulties. In addition, the educational environment is not sufficiently accessible, which forms barriers to social justice. The revealed regional specificity of rural schools serves as a justification for a conceptual and substantive development of Arctic pedagogy. The results obtained are useful for further theoretical and empirical research in the field of inclusive education, as well as for the development of regional programs of inclusive educational practices, taking the differentiation of social conditions into account.

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Development of Professional Competences of teachers and Psychologists in the Conditions of Joint training

Cited by 3 publications

References 4 publications

Adaptive Lesson Strategy as a Means of Individualizing Educational Activities

Adaptive Lesson Strategy as a Means of Individualizing Educational Activities

Improving the Teaching of Rhetoric of Students-Philologists by Text Analysis

Educational communities of rural schools in the arctic (on the example of the Murmansk oblast): A social justice perspective on inclusion

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