Formation of prospective music art teachers’ readiness for inclusive educational activity

Abstract

The article reveals the current problem of Ukrainian and foreign education - the preparation of present-day teachers to get engaged with learners with special educational needs. The objective of the study is to highlight the results of theoretical and experimental research on the formation of prospective music teachers’ readiness for inclusive educational activities, which is the result of students` professional training, prospective bachelors of music, determined by the level of music mastery, psychological-and-pedagogical, information and communication knowledge and skills along with technological ones regarding a system of humanistic and cultural values in the field of educational inclusion. To study this problem, the following scientific research methods were used, such as: scientific approaches (humanistic, socio-psychological, technological, competence), a set of theoretical, empirical, mathematical methods. The structure of readiness of prospective music art teachers for educational inclusive activities comprises the following components: motivation-and-value, psychological-communicative, musical-epistemological, inclusion-and-activity. The results of the pedagogical experiment proved the effectiveness of enriching the content of bachelor students` training with an educational and inclusive component and the introduction of author's pedagogical technology of inclusive music education for secondary school students, mastering of which enhances the readiness for inclusive education with prospective music art teachers.

Music as an inclusion tool: can primary school teachers use it effectively?

“…For the realization of inclusive education, qualified, trained teachers are required, who include: teaching contents, methods, teaching tools, new technologies to work with special needs students (Fole, 2017). In this context, the use of music as an inclusive tool for effective teaching is of special importance, which offers equal opportunities, quality services and innovations during the learning process (Ovcharenko, Sysoieva, Samoilenko, Chebotarenko, & Bohianu, 2021).…”

Методичні Засади Формування Етнокультури Майбутніх Учителів Музичного Мистецтва В Процесі Вокального Навчання

“…Особливо сприятливі умови для опанування майбутніми вчителями музичного мистецтва цінностями етнокультури різних народів створює застосування етноспрямованого змісту вокальної підготовки майбутніх учителів музичного мистецтва та інноваційних методів, технологій музичного навчання. Педагог-музикант повинен бути компетентним і майстерно застосовувати інноваційні технології навчання для формування ціннісних орієнтацій учнів у сфері музичного мистецтва, ефективності розвитку їх загальних, музичних здібностей, активізації інтересу дітей до навчання музичному мистецтву (Ovcharenko, Sysoieva, Samoilenko, Chebotarenko & Bohianu, 2021).…”

Factors Affecting Middle School Teachers’ Attitudes Toward the Inclusion of Students With Disabilities

“…The success of the inclusion process depends on various factors such as the qualification and ability of the teachers ( Toomsalu et al, 2019 ; Ovcharenko et al, 2021 ) and their attitudes toward the inclusion of students with disabilities ( Leyser and Tappendorf, 2001 ). Ovcharenko et al (2021) found that prospective music teachers in Ukraine who received pedagogical instruction targeted toward teaching music in an inclusive setting were able to improve educational outcomes for their students more than teachers who had not received the instruction. Opertti and Brady (2011) and Carrington and MacArthur (2012) concluded that teachers’ attitudes play a vital role in successful inclusion.…”