Kinaesthetic activity of students of higher education institutions in the learning period
Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
Cited by 2 publications
References 0 publications
Professional Development of Teachers Working With Students With Intellectual Disabilities
The article deals with the problems of professional development of teachers working with students with intellectual disabilities. The main challenges faced by teachers are outlined, including insufficient training, limited access to specialized trainings and seminars, and lack of proper support from the administrations of educational institutions. It is analyzed that the problem of professional competence and professional growth of teachers is gaining a separate development within the framework of inclusive education. It has been determined that the formation of such competence of an inclusive classroom teacher requires systematic scientific and methodological work and is the basis for professional growth and improvement of the teacher’s skills. It has been found that the process of continuous self-improvement and self-education plays a key role in the formation of professional self-awareness, further growth, contributing to the formation of a unique creative personality. The author outlines the personality's abilities for professional achievement and psychological conditions for the teacher's independent work on this problem. It is experimentally proved that the psychological readiness of the teacher for inclusive education has a positive impact on the self-perception of students with special educational needs and on the psychological positive climate in the children's team. Ways to solve these problems and challenges and to establish the basis for further development of the professional development system for teachers working with students with intellectual disabilities are presented. Strategies for the development of professional self-awareness are proposed that require a special education teacher to study the ways of communication in the classroom, friendly and empathetic attitude towards children, psychological control in the interaction between teachers and students, implementation of ways to modify the content of education in accordance with the psychological characteristics and possibilities of implementing this content for children with special educational needs. It is noted that for teachers of inclusive education it is necessary to organize and carry out, on the basis of self-analysis, their personal qualities, systematic improvement and comprehension of their own results as well as scientific and practical achievements in professional growth. It is proposed to deepen the work on the development of professional self-awareness in higher education institutions.
Professional Development of Teachers Working With Students With Intellectual Disabilities
The article deals with the problems of professional development of teachers working with students with intellectual disabilities. The main challenges faced by teachers are outlined, including insufficient training, limited access to specialized trainings and seminars, and lack of proper support from the administrations of educational institutions. It is analyzed that the problem of professional competence and professional growth of teachers is gaining a separate development within the framework of inclusive education. It has been determined that the formation of such competence of an inclusive classroom teacher requires systematic scientific and methodological work and is the basis for professional growth and improvement of the teacher’s skills. It has been found that the process of continuous self-improvement and self-education plays a key role in the formation of professional self-awareness, further growth, contributing to the formation of a unique creative personality. The author outlines the personality's abilities for professional achievement and psychological conditions for the teacher's independent work on this problem. It is experimentally proved that the psychological readiness of the teacher for inclusive education has a positive impact on the self-perception of students with special educational needs and on the psychological positive climate in the children's team. Ways to solve these problems and challenges and to establish the basis for further development of the professional development system for teachers working with students with intellectual disabilities are presented. Strategies for the development of professional self-awareness are proposed that require a special education teacher to study the ways of communication in the classroom, friendly and empathetic attitude towards children, psychological control in the interaction between teachers and students, implementation of ways to modify the content of education in accordance with the psychological characteristics and possibilities of implementing this content for children with special educational needs. It is noted that for teachers of inclusive education it is necessary to organize and carry out, on the basis of self-analysis, their personal qualities, systematic improvement and comprehension of their own results as well as scientific and practical achievements in professional growth. It is proposed to deepen the work on the development of professional self-awareness in higher education institutions.
Analytical Content of Formative Narrative of Moral-Ethical Components of Deontological-Professional Culture of Future Speech Therapists
The scientific and methodological article explores the ways of forming the deontological-professional culture of future speech therapists as a fundamental precondition for the development of their professional identity. The article provides an overview and analytical analysis of the criteria components of deontological-professional culture. The conceptual principles, content, and structure of the didactic model for forming deontological-professional culture, as well as the theoretical and practical aspects of its implementation, are defined and justified. The authors emphasize that the main task of preparing highly qualified special education teachers is to reveal the innovative potential of each student, develop their social, personal, and creative qualities, which is made possible by the implementation of the case-study method. The formation of deontological-professional culture is an essential component of the preparation of future speech therapists. This culture is not only a prerequisite for the development of their professional identity, but also a guarantee of their successful professional activity. The deontological-professional culture is based on ethical principles, values, and norms that govern the behavior of specialists in the field of special education. In this regard, the content of the formative narrative of moral and ethical components of deontological-professional culture is of particular importance. The purpose of this scientific and methodological article is to identify the conceptual foundations, content, and structure of the didactic model for the formation of deontological-professional culture, as well as to determine the theoretical and practical aspects of its implementation. The article explores the importance of formative narrative in shaping the moral-ethical components of deontological-professional culture among future speech therapists. The article discusses the key components of deontological-professional culture, including professionalism, responsibility, trustworthiness, respect for children’s rights, and continuous professional development. The authors emphasize the importance of developing these components through the use of formative narrative, which involves the use of stories, examples, and case studies to illustrate ethical and moral principles.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
Contact Info
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Product
Resources
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2025 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.
