Readiness to Teach Children With Disabilities and Gifted Children in Inclusive Classroom Settings From the Perspective of Students Enrolled in Teacher Education Study Programs

Mihić, Sanja Skočić; Lončarić, Darko; Bažon, Nina

doi:10.21125/inted.2019.2258

Cited by 1 publication

(6 citation statements)

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“…The literature review found that the student teachers" readiness can be associated with the integrated functioning of cognitive, motivational, affective, and selective processes (Skočić Mihić, Lončarić & Bažon, 2019). Additionally, the education process will be effective because, according to Martins & Chacon (2020), the motivation of the students results from their achievements in cognition, and then the positive thoughts from the above will positively influence their emotional state.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Additionally, the education process will be effective because, according to Martins & Chacon (2020), the motivation of the students results from their achievements in cognition, and then the positive thoughts from the above will positively influence their emotional state. The integrated readiness is also interpreted as the teachers" ability to assess their effectiveness in motivating the students, in encouraging and persuading them to succeed in their studies (Skočić Mihić, Lončarić & Bažon, 2019). Thus, it is crucial to train the student teachers" self-efficacy for the inclusive practices seen as a component of the psychological readiness to work in the inclusive preschool environment (Ahsan, Deppeler & Sharma, 2013;Aspelin & Jonsson, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The competencies of future teachers are is formed not only by the knowledge and proven skills and abilities, but also by the personality position of a specialist, the analysis of experience at the level of theory, understanding of different approaches to the socialization of children with special educational issues, and the choice of methods (Skočić Mihić, Lončarić & Bažon, 2019). The technological and pedagogical competencies of teachers was a major factor influencing both their practical field and their integration into education in general (Suá rez-Rodrí guez, Almerich, Orellana & Dí az-Garcí a, 2018), with technological competences affecting pedagogical competences.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Promoting educational competence in pre-service teachers is an important responsibility of higher educational institutions (Aspelin & Jonsson, 2019), and involves mastering andragogical principles and integrating the components of various technologies into learning activities (Dehon, Robertson, Barnard, Gunalda, & Puskarich, 2019). Thus, competence shapes the readiness of a future teacher to work in an inclusive educational environment, enables them to fulfil professional roles in their teaching activities, and contributes to the creation of mechanisms for the socialization of children with special educational needs (Skočić Mihić, Lončarić, & Bažon, 2019). Training of future teachers for work with children with special needs can be schematically represented in the form of the following didactic chain of formation of professional readiness, which is shown in Figure 1.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The successful formation of pre-service teachers" readiness for work in the inclusive classroom depends on certain conditions and students" internal awareness of the goals of the teaching and their attitude towards it (Skočić Mihić, Lončarić & Bažon, 2019). This state of readiness is largely determined by the persistent psychological characteristics that are inherent in a particular person (Hobfoll, Halbesleben, Neveu & Westman, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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Examining the Formation of Integrative Readiness of Pre-Service Teachers to work in Inclusive Classrooms in Ukraine

Yashchuk

Kobernyk

et al. 2020

IJHE

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The article addresses potential issues surrounding the development of the integrative readiness of pre-service teachers to work in inclusive classrooms in Ukraine. Integrative readiness is an open, dynamic, synergistic system functioning of cognitive, motivational, affective, and selective processes which is developed through the purposeful training of future teachers for work in inclusive, which is included in the educational social environment as a tool for acquiring productive knowledge, forming integrative skills. The structure of integrative readiness includes personality orientation; ability to perform their duties, professional competences; productive knowledge that the student receives from environmental information based on personal prior knowledge, skills, personal and professional qualities, and integrative skills that demonstrate the ability of an individual to make independent decisions and appropriate actions in unpredictable new situations. The levels of integrative readiness were investigated, covering the following interrelated stages: theoretical analysis, synthesis, comparison; modelling and technological design; generalization; observational; pedagogical experiment. A study was conducted. The research involved 285 pre-service teachers from the Ternopil Volodymyr Hnatiuk National Pedagogical University, enrolled in the Speciality 016: Special Education unit. A structural model of the formation of integrative readiness of future teachers for professional activity was developedwhich consisting of the following blocks: target, content and procedural, and resultant. The research finding reported that the effectiveness of corrective, developmental, and educational work in the educational inclusive space largely depended upon the quality of training of the pre-service teacher, and the use of active and interactive training.

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Section: Literature Reviewmentioning

confidence: 99%