Training of teaching staff in the context of the transformation of the value of family and childhood

Abstract

Рroblem and purpose. In the context of the growing role of education in ensuring sustainable development and of changing socio-psychological and pedagogical characteristics of modern family and childhood, due to many reasons and factors, the actual problem is the adaptation of the system of training teachers, focused on recognizing the value of family and childhood. The purpose of the study is to study changes in the training of teaching staff in the context of the transformation of the value of family and childhood. Research methods. The study involved 502 people, including: 246 people – students – future teachers (State Humanitarian and Technological University); 106 people - practicing specialists of educational institutions and 150 people – representatives of the parent community (secondary school No. 16, secondary school No. 18, OrekhovoZuyevo, Moscow Region, Russian Federation). Research results. Differences in the perception of the value of childhood and family by future teachers and practitioners were revealed: future teachers are less aware of childhood as a special stage of development in comparison with practicing specialists (36% and 42%, respectively); perceive childhood as a special world, full of pleasant and unpleasant surprises (56,7% and 36,4%); less focused on understanding childhood as a social group in need of additional protection and assistance (24% and 54,6%). It was revealed that future teachers, in comparison with practicing specialists, have changed their attitude towards the student's family to a greater extent: future teachers began to better understand the problems of the family (70% – future teachers and 45,6% – practicing teachers). The growing number of parents (+10,3%), recognizing the value of childhood, its uniqueness, the need for protection and assistance, creates conditions for successful interaction between the family and the educational organization, the use of active forms of educational, educational, cultural and leisure activities. Difficulties encountered by teachers in building relationships with the families of students (48,1% of the surveyed future teachers and 20,7% of practicing teachers experienced significant difficulties and were not ready to interact with students during the period of selfisolation), reinforce the need to revise the content and training technologies teaching staff. Strengthening the practice-oriented component in the training of teaching staff (the use of gaming technologies, case situations, internships, etc.) makes it possible to ensure the subject position of the student-future teacher, the formation of a conscious acceptance of the value of family and childhood, their uniqueness and originality. Conclusion. The formulated results of the study expand the understanding of the essence of the ongoing transformation of the family and childhood, and also serve as the basis for designing the content and technologies for training teachers in the framework of vocational education, professional retraining and advanced training programs. Keywords: social and cultural changes, family transformation, family value, childhood value, teacher's mission, teacher training

Effect of the Development of Didactic and Practical Skills in Future Special Education Teachers on Their Professional Readiness for Work in an Inclusive Educational Environment

“…Recently, various aspects of the issue of teachers' readiness for professional practice and the development of professional competencies in the framework of inclusive education have been gaining relevance. Among such issues are trends in the development of inclusive education (Florian et al, 2010;O'Rourke, 2015), identification of the elements of the inclusive competence in the teacher (Koreneva et al, 2022;Kuzmina et al, 2014), factors in teachers' readiness for inclusive education (Milkevich et al, 2023), readiness to work in the framework of inclusive education in higher education institutions (Morozova et al 2023), and the creation of a satisfactory psychological climate for children with SEN (Falkmer et al, 2015;Togaibayeva et al, 2020).…”

“…Of particular significance in the teacher's readiness for inclusive education are not only their abilities and desire to adapt to the new requirements of the educational process but also their professionally important personal qualities (Milkevich et al, 2023). Preparedness for the inclusive educational process consists not just of new methodical material but of the mental and psychological readiness of the teacher to work with special needs children.…”