DEVELOPMENT OF PSYCHOLOGICAL READINESS IN PHYSICAL EDUCATION TEACHERS FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION
Keywords:
Physical Education teachers, psychological readiness, inclusive education, student with disabilities, development system of psychological readiness of teachers, situational tasks, reflexive sessions, teacher's stress resistance.
Abstract
Aim. Successful education of children with disabilities depends on teachers’ professionalism. Physical Education teachers demonstrate a lack of psychological readiness to implement inclusive education. Therefore, the aim of this article is the projecting and approbation of the development system of psychological readiness in P.E. teachers for inclusive education including its cognitive, emotional, axiological and reflexive components. Materials and Methods. The study was performed on the basis of the theory of attitudes (L. Lange, R. Cialdini, D.N. Uznadze, S.L. Rubinstein). The diagnostic tools for revealing the level of cognitive, emotional, axiological and reflexive components of the psychological readiness in PE teachers for inclusive education were developed. The study was conducted in 2016–2017. 673 PE teachers of the Chelyabinsk region took part in the study at different stages. The psychological readiness of the majority of respondents (39.6 %) was below the average. The training experience of P. E. teachers in France, presented by the scientific partners of the Higher School of Teaching and Education of University within Picardie Jules Verne under the Academy of Amiens was studied. Results. The development system of psychological readiness in teachers for inclusive education was developed, based on the experience of positive pedagogical practices of P.E. teachers in Russia and France. This system assumes the training of teachers in gradually more complicated stages: a) solving situational problems that represent the problematic aspects of the activity of P.E. teachers working with children with disabilities; b) conducting reflexive sessions, in which teachers become acquainted with the psychology of a special child and identify themselves with him; с) formation of stress resistance in teachers, prevention of their professional burnout. Conclusion. The experimental stage of the study showed that the adoption of such a system contributed to a positive change in the indicators of psychological readiness of teachers for the implementation of inclusive education. The system is recommended for use in wide practice.References
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4. Medvedeva L.M. [Formation of the Communicative Competence of the Future Teacher in the Educational Space of a Pedagogical University]. Sovet rektorov [The Council of Rectors], 2011, no. 9, pp. 57–59. (in Russ.)
5. Timoshenko G.V., Leonenko E.A. Rabota s telom v psikhoterapii: prakticheskoe rukovodstvo [Work with the Body in Psychotherapy. Practical Guidance]. Moscow, Psychotherapy Publ., 2006. 480 p.
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7. Chaldini R. Psikhologiya vliyaniya [Psychology of Influence]. 5nd ed. St. Petersburg, Peter Publ., 2016. 336 p.
8. Sharifullina S.R. [Psychological Readiness of Future Teachers for the Management of Physical Culture and Sports Activities]. Vestnik chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta [Herald of Chelyabinsk State Pedagogical University], 2011, no. 11, pp. 212–219. (in Russ.)
9. Epova N.P. [Psychological Features of the Coach Style in the Management of the Educational Process. From the Development of Strategy to the Tactics of the Formation of the Reflexive-Subjective Position of the Staff in an Inclusive School]. Psikhologiya v ekonomike i upravlenii [Psychology in Economics and Management], 2015, vol. 7, no. 2, pp. 159–168. (in Russ.)
10. Aspfors J., Fransson G. Research on Mentor Education for Mentors of Newly Qualified Teachers: A Qualitative Meta-Synthesis. Teaching and teacher education, 2015, vol. 48, pp. 75–86. DOI: 10.1016/j.tate.2015.02.004
11. Darling-Hammond L. Teacher Education Around the World: What Can We Learn from International Practice? European Journal of Teacher Education, 2017, pp. 1–19. DOI: 10.1080/02619768.2017.1315399
12. Dominguez N., Hager M. Mentoring Frameworks: Synthesis and Critique. International Journal of Mentoring and Coaching in Education, 2013, vol. 2, no. 3, pp. 171–188. DOI: 10.1108/IJMCE-03-2013-0014
13. Doyle W. Case Methods in the Education of Teachers. Teacher Education Quarterly, 1990, pp. 7–15.
14. Forlin C., Loreman T., Sharma U. System-Wide Professional Learning Approach About Inclusion for Teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 2014, vol. 42, no. 3, pp. 247–260. DOI: 10.1080/1359866X.2014.906564
15. Hamilton C., Kecskemeti M. Beginning Teachers Reflect on Inclusive Practices–‘I Didn't Realize that he Only Had Half a Hand’. International Journal of Inclusive Education, 2015, vol. 19, no. 12, pp. 1265–1279. DOI: 10.1080/13603116.2015.1055341
16. Kadji-Beltran C., Zachariou A., Liarakou E. Mentoring as a Strategy for Empowering Education for Sustainable Development in Schools. Professional Development in Education, 2014, vol. 40, no. 5, pp. 717–739. DOI: 10.1080/19415257.2013.835276
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18. Kemmis S., Heikkinen H.L.T., Fransson G., Aspfors J. Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-Development. Teaching and Teacher Education, 2014, vol. 43, pp. 154–164. DOI: 10.1016/j.tate.2014.07.001
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20. Martinez N.H. Everybody’s Problem: Novice Teachers in Disadvantaged Mexican Schools. International Journal of Qualitative Studies in Education, 2014, vol. 27, no. 8, pp. 959–973. DOI: 10.1080/09518398.2014.924637
21. Mitchell R. What is Professional Development, How Does it Occur in Individuals, and How May it be Used by Educational Leaders and
Managers for the Purpose of School Improvement? Professional development in education, 2013, vol. 39, no. 3, pp. 387–400.
22. Nel N.M., Romm N.R.A., Tlale L.D.N. Reflections on Focus Group Sessions Regarding Inclusive Education: Reconsidering Focus Group Research Possibilities. The Australian Educational Researcher, 2015, vol. 42, no. 1, pp. 35–53. DOI: 10.1007/s13384-014-0150-3
23. Nilsson M., Andersson I., Blomqvist K. Coexisting Needs: Paradoxes in Collegial Reflection. The Development of a Pragmatic Method for Reflection. Education Research International. 2017, vol. 2017. DOI: 10.1155/2017/4851067
24. Pajares M.F. Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research. 1992, vol. 62, no. 3, pp. 307–332. DOI: 10.3102/00346543062003307
25. PAI: Projet d'Accueil Individualise. Available at: http://www.esen.education.fr/?a=71&cHash=2357aeb82d&id=79. (accessed 15.12.2017.)
26. Silva L.A.A., Soder R.M., Schimdt S.M. et al. Teacher Archetypes: Perceptions of Nursing Students. Texto & Contexto-Enfermagem. 2016, vol. 25, no. 2. DOI: 10.1590/0104-07072016000180014
27. Steinborn M.B., Langner R., Huestegge L. Mobilizing Cognition for Speeded Action: Try-Harder Instructions Promote Motivated Readiness in the Constant-Foreperiod Paradigm. Psychological Research. 2017, vol. 81, no. 6, pp. 1135–1151. DOI: 10.1007/s00426-016-0810-1
28. Thorndike E.L. The Principles of Teaching: Based on Psychology. Routledge. 2013, vol. 32.
2. Iosebadze T.T., Iosebadze T.Sh. Bessoznatel'noe: priroda, funktsii, metody issledovaniya [Unconscious. Nature, Functions, Methods of Research]. Tbilisi, Metsniereba Publ., 1985. 55 p.
3. Kotomina O.A. [The Technology of Solving Situational Problems is One of the Means to Achieve Meta-Subject Results]. Aktual'nye voprosy obucheniya russkomu (rodnomu) yazyku[Actual Questions of Teaching Russian (Native) Language], 2015, pp. 349–353. (in Russ.)
4. Medvedeva L.M. [Formation of the Communicative Competence of the Future Teacher in the Educational Space of a Pedagogical University]. Sovet rektorov [The Council of Rectors], 2011, no. 9, pp. 57–59. (in Russ.)
5. Timoshenko G.V., Leonenko E.A. Rabota s telom v psikhoterapii: prakticheskoe rukovodstvo [Work with the Body in Psychotherapy. Practical Guidance]. Moscow, Psychotherapy Publ., 2006. 480 p.
6. Uznadze D.N., Imedadze I.V., Sakvarelidze R.T. Filosofiya. Psikhologiya. Pedagogika: nauka o psikhicheskoy zhizni [Philosophy. Psychology. Pedagogy. The Science of Mental Life]. Moscow, Sense Publ., 2014. 365 p.
7. Chaldini R. Psikhologiya vliyaniya [Psychology of Influence]. 5nd ed. St. Petersburg, Peter Publ., 2016. 336 p.
8. Sharifullina S.R. [Psychological Readiness of Future Teachers for the Management of Physical Culture and Sports Activities]. Vestnik chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta [Herald of Chelyabinsk State Pedagogical University], 2011, no. 11, pp. 212–219. (in Russ.)
9. Epova N.P. [Psychological Features of the Coach Style in the Management of the Educational Process. From the Development of Strategy to the Tactics of the Formation of the Reflexive-Subjective Position of the Staff in an Inclusive School]. Psikhologiya v ekonomike i upravlenii [Psychology in Economics and Management], 2015, vol. 7, no. 2, pp. 159–168. (in Russ.)
10. Aspfors J., Fransson G. Research on Mentor Education for Mentors of Newly Qualified Teachers: A Qualitative Meta-Synthesis. Teaching and teacher education, 2015, vol. 48, pp. 75–86. DOI: 10.1016/j.tate.2015.02.004
11. Darling-Hammond L. Teacher Education Around the World: What Can We Learn from International Practice? European Journal of Teacher Education, 2017, pp. 1–19. DOI: 10.1080/02619768.2017.1315399
12. Dominguez N., Hager M. Mentoring Frameworks: Synthesis and Critique. International Journal of Mentoring and Coaching in Education, 2013, vol. 2, no. 3, pp. 171–188. DOI: 10.1108/IJMCE-03-2013-0014
13. Doyle W. Case Methods in the Education of Teachers. Teacher Education Quarterly, 1990, pp. 7–15.
14. Forlin C., Loreman T., Sharma U. System-Wide Professional Learning Approach About Inclusion for Teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 2014, vol. 42, no. 3, pp. 247–260. DOI: 10.1080/1359866X.2014.906564
15. Hamilton C., Kecskemeti M. Beginning Teachers Reflect on Inclusive Practices–‘I Didn't Realize that he Only Had Half a Hand’. International Journal of Inclusive Education, 2015, vol. 19, no. 12, pp. 1265–1279. DOI: 10.1080/13603116.2015.1055341
16. Kadji-Beltran C., Zachariou A., Liarakou E. Mentoring as a Strategy for Empowering Education for Sustainable Development in Schools. Professional Development in Education, 2014, vol. 40, no. 5, pp. 717–739. DOI: 10.1080/19415257.2013.835276
17. Katz J. Implementing the Three Block Model of Universal Design for Learning: Effects on Teachers' Self-Efficacy, Stress, and Job Satisfaction in Inclusive Classrooms K-12. International Journal of Inclusive Education, 2015, vol. 19, no. 1, pp. 1–20. DOI: 10.1080/13603116.2014.881569
18. Kemmis S., Heikkinen H.L.T., Fransson G., Aspfors J. Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-Development. Teaching and Teacher Education, 2014, vol. 43, pp. 154–164. DOI: 10.1016/j.tate.2014.07.001
19. Lange L. Neue Experimente Uber den Vorgang der Einfachen Reaction auf Sinneseindrucke. Phil. stud., 1888, vol. 4, pp. 479–510.
20. Martinez N.H. Everybody’s Problem: Novice Teachers in Disadvantaged Mexican Schools. International Journal of Qualitative Studies in Education, 2014, vol. 27, no. 8, pp. 959–973. DOI: 10.1080/09518398.2014.924637
21. Mitchell R. What is Professional Development, How Does it Occur in Individuals, and How May it be Used by Educational Leaders and
Managers for the Purpose of School Improvement? Professional development in education, 2013, vol. 39, no. 3, pp. 387–400.
22. Nel N.M., Romm N.R.A., Tlale L.D.N. Reflections on Focus Group Sessions Regarding Inclusive Education: Reconsidering Focus Group Research Possibilities. The Australian Educational Researcher, 2015, vol. 42, no. 1, pp. 35–53. DOI: 10.1007/s13384-014-0150-3
23. Nilsson M., Andersson I., Blomqvist K. Coexisting Needs: Paradoxes in Collegial Reflection. The Development of a Pragmatic Method for Reflection. Education Research International. 2017, vol. 2017. DOI: 10.1155/2017/4851067
24. Pajares M.F. Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research. 1992, vol. 62, no. 3, pp. 307–332. DOI: 10.3102/00346543062003307
25. PAI: Projet d'Accueil Individualise. Available at: http://www.esen.education.fr/?a=71&cHash=2357aeb82d&id=79. (accessed 15.12.2017.)
26. Silva L.A.A., Soder R.M., Schimdt S.M. et al. Teacher Archetypes: Perceptions of Nursing Students. Texto & Contexto-Enfermagem. 2016, vol. 25, no. 2. DOI: 10.1590/0104-07072016000180014
27. Steinborn M.B., Langner R., Huestegge L. Mobilizing Cognition for Speeded Action: Try-Harder Instructions Promote Motivated Readiness in the Constant-Foreperiod Paradigm. Psychological Research. 2017, vol. 81, no. 6, pp. 1135–1151. DOI: 10.1007/s00426-016-0810-1
28. Thorndike E.L. The Principles of Teaching: Based on Psychology. Routledge. 2013, vol. 32.
2. Iosebadze T.T., Iosebadze T.Sh. Bessoznatel'noe: priroda, funktsii, metody issledovaniya [Unconscious. Nature, Functions, Methods of Research]. Tbilisi, Metsniereba Publ., 1985. 55 p.
3. Kotomina O.A. [The Technology of Solving Situational Problems is One of the Means to Achieve Meta-Subject Results]. Aktual'nye voprosy obucheniya russkomu (rodnomu) yazyku[Actual Questions of Teaching Russian (Native) Language], 2015, pp. 349–353. (in Russ.)
4. Medvedeva L.M. [Formation of the Communicative Competence of the Future Teacher in the Educational Space of a Pedagogical University]. Sovet rektorov [The Council of Rectors], 2011, no. 9, pp. 57–59. (in Russ.)
5. Timoshenko G.V., Leonenko E.A. Rabota s telom v psikhoterapii: prakticheskoe rukovodstvo [Work with the Body in Psychotherapy. Practical Guidance]. Moscow, Psychotherapy Publ., 2006. 480 p.
6. Uznadze D.N., Imedadze I.V., Sakvarelidze R.T. Filosofiya. Psikhologiya. Pedagogika: nauka o psikhicheskoy zhizni [Philosophy. Psychology. Pedagogy. The Science of Mental Life]. Moscow, Sense Publ., 2014. 365 p.
7. Chaldini R. Psikhologiya vliyaniya [Psychology of Influence]. 5nd ed. St. Petersburg, Peter Publ., 2016. 336 p.
8. Sharifullina S.R. [Psychological Readiness of Future Teachers for the Management of Physical Culture and Sports Activities]. Vestnik chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta [Herald of Chelyabinsk State Pedagogical University], 2011, no. 11, pp. 212–219. (in Russ.)
9. Epova N.P. [Psychological Features of the Coach Style in the Management of the Educational Process. From the Development of Strategy to the Tactics of the Formation of the Reflexive-Subjective Position of the Staff in an Inclusive School]. Psikhologiya v ekonomike i upravlenii [Psychology in Economics and Management], 2015, vol. 7, no. 2, pp. 159–168. (in Russ.)
10. Aspfors J., Fransson G. Research on Mentor Education for Mentors of Newly Qualified Teachers: A Qualitative Meta-Synthesis. Teaching and teacher education, 2015, vol. 48, pp. 75–86. DOI: 10.1016/j.tate.2015.02.004
11. Darling-Hammond L. Teacher Education Around the World: What Can We Learn from International Practice? European Journal of Teacher Education, 2017, pp. 1–19. DOI: 10.1080/02619768.2017.1315399
12. Dominguez N., Hager M. Mentoring Frameworks: Synthesis and Critique. International Journal of Mentoring and Coaching in Education, 2013, vol. 2, no. 3, pp. 171–188. DOI: 10.1108/IJMCE-03-2013-0014
13. Doyle W. Case Methods in the Education of Teachers. Teacher Education Quarterly, 1990, pp. 7–15.
14. Forlin C., Loreman T., Sharma U. System-Wide Professional Learning Approach About Inclusion for Teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 2014, vol. 42, no. 3, pp. 247–260. DOI: 10.1080/1359866X.2014.906564
15. Hamilton C., Kecskemeti M. Beginning Teachers Reflect on Inclusive Practices–‘I Didn't Realize that he Only Had Half a Hand’. International Journal of Inclusive Education, 2015, vol. 19, no. 12, pp. 1265–1279. DOI: 10.1080/13603116.2015.1055341
16. Kadji-Beltran C., Zachariou A., Liarakou E. Mentoring as a Strategy for Empowering Education for Sustainable Development in Schools. Professional Development in Education, 2014, vol. 40, no. 5, pp. 717–739. DOI: 10.1080/19415257.2013.835276
17. Katz J. Implementing the Three Block Model of Universal Design for Learning: Effects on Teachers' Self-Efficacy, Stress, and Job Satisfaction in Inclusive Classrooms K-12. International Journal of Inclusive Education, 2015, vol. 19, no. 1, pp. 1–20. DOI: 10.1080/13603116.2014.881569
18. Kemmis S., Heikkinen H.L.T., Fransson G., Aspfors J. Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-Development. Teaching and Teacher Education, 2014, vol. 43, pp. 154–164. DOI: 10.1016/j.tate.2014.07.001
19. Lange L. Neue Experimente Uber den Vorgang der Einfachen Reaction auf Sinneseindrucke. Phil. stud., 1888, vol. 4, pp. 479–510.
20. Martinez N.H. Everybody’s Problem: Novice Teachers in Disadvantaged Mexican Schools. International Journal of Qualitative Studies in Education, 2014, vol. 27, no. 8, pp. 959–973. DOI: 10.1080/09518398.2014.924637
21. Mitchell R. What is Professional Development, How Does it Occur in Individuals, and How May it be Used by Educational Leaders and
Managers for the Purpose of School Improvement? Professional development in education, 2013, vol. 39, no. 3, pp. 387–400.
22. Nel N.M., Romm N.R.A., Tlale L.D.N. Reflections on Focus Group Sessions Regarding Inclusive Education: Reconsidering Focus Group Research Possibilities. The Australian Educational Researcher, 2015, vol. 42, no. 1, pp. 35–53. DOI: 10.1007/s13384-014-0150-3
23. Nilsson M., Andersson I., Blomqvist K. Coexisting Needs: Paradoxes in Collegial Reflection. The Development of a Pragmatic Method for Reflection. Education Research International. 2017, vol. 2017. DOI: 10.1155/2017/4851067
24. Pajares M.F. Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research. 1992, vol. 62, no. 3, pp. 307–332. DOI: 10.3102/00346543062003307
25. PAI: Projet d'Accueil Individualise. Available at: http://www.esen.education.fr/?a=71&cHash=2357aeb82d&id=79. (accessed 15.12.2017.)
26. Silva L.A.A., Soder R.M., Schimdt S.M. et al. Teacher Archetypes: Perceptions of Nursing Students. Texto & Contexto-Enfermagem. 2016, vol. 25, no. 2. DOI: 10.1590/0104-07072016000180014
27. Steinborn M.B., Langner R., Huestegge L. Mobilizing Cognition for Speeded Action: Try-Harder Instructions Promote Motivated Readiness in the Constant-Foreperiod Paradigm. Psychological Research. 2017, vol. 81, no. 6, pp. 1135–1151. DOI: 10.1007/s00426-016-0810-1
28. Thorndike E.L. The Principles of Teaching: Based on Psychology. Routledge. 2013, vol. 32.
References on translit
1. Asranboeva M.Kh. [Counteraction to Stress Factors in the Process of Pedagogical Activity]. Teoriya i praktika sovremennoy nauki [Theory and Practice of Modern Science], 2017, no. 1, pp. 67–70. (in Russ.)2. Iosebadze T.T., Iosebadze T.Sh. Bessoznatel'noe: priroda, funktsii, metody issledovaniya [Unconscious. Nature, Functions, Methods of Research]. Tbilisi, Metsniereba Publ., 1985. 55 p.
3. Kotomina O.A. [The Technology of Solving Situational Problems is One of the Means to Achieve Meta-Subject Results]. Aktual'nye voprosy obucheniya russkomu (rodnomu) yazyku[Actual Questions of Teaching Russian (Native) Language], 2015, pp. 349–353. (in Russ.)
4. Medvedeva L.M. [Formation of the Communicative Competence of the Future Teacher in the Educational Space of a Pedagogical University]. Sovet rektorov [The Council of Rectors], 2011, no. 9, pp. 57–59. (in Russ.)
5. Timoshenko G.V., Leonenko E.A. Rabota s telom v psikhoterapii: prakticheskoe rukovodstvo [Work with the Body in Psychotherapy. Practical Guidance]. Moscow, Psychotherapy Publ., 2006. 480 p.
6. Uznadze D.N., Imedadze I.V., Sakvarelidze R.T. Filosofiya. Psikhologiya. Pedagogika: nauka o psikhicheskoy zhizni [Philosophy. Psychology. Pedagogy. The Science of Mental Life]. Moscow, Sense Publ., 2014. 365 p.
7. Chaldini R. Psikhologiya vliyaniya [Psychology of Influence]. 5nd ed. St. Petersburg, Peter Publ., 2016. 336 p.
8. Sharifullina S.R. [Psychological Readiness of Future Teachers for the Management of Physical Culture and Sports Activities]. Vestnik chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta [Herald of Chelyabinsk State Pedagogical University], 2011, no. 11, pp. 212–219. (in Russ.)
9. Epova N.P. [Psychological Features of the Coach Style in the Management of the Educational Process. From the Development of Strategy to the Tactics of the Formation of the Reflexive-Subjective Position of the Staff in an Inclusive School]. Psikhologiya v ekonomike i upravlenii [Psychology in Economics and Management], 2015, vol. 7, no. 2, pp. 159–168. (in Russ.)
10. Aspfors J., Fransson G. Research on Mentor Education for Mentors of Newly Qualified Teachers: A Qualitative Meta-Synthesis. Teaching and teacher education, 2015, vol. 48, pp. 75–86. DOI: 10.1016/j.tate.2015.02.004
11. Darling-Hammond L. Teacher Education Around the World: What Can We Learn from International Practice? European Journal of Teacher Education, 2017, pp. 1–19. DOI: 10.1080/02619768.2017.1315399
12. Dominguez N., Hager M. Mentoring Frameworks: Synthesis and Critique. International Journal of Mentoring and Coaching in Education, 2013, vol. 2, no. 3, pp. 171–188. DOI: 10.1108/IJMCE-03-2013-0014
13. Doyle W. Case Methods in the Education of Teachers. Teacher Education Quarterly, 1990, pp. 7–15.
14. Forlin C., Loreman T., Sharma U. System-Wide Professional Learning Approach About Inclusion for Teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 2014, vol. 42, no. 3, pp. 247–260. DOI: 10.1080/1359866X.2014.906564
15. Hamilton C., Kecskemeti M. Beginning Teachers Reflect on Inclusive Practices–‘I Didn't Realize that he Only Had Half a Hand’. International Journal of Inclusive Education, 2015, vol. 19, no. 12, pp. 1265–1279. DOI: 10.1080/13603116.2015.1055341
16. Kadji-Beltran C., Zachariou A., Liarakou E. Mentoring as a Strategy for Empowering Education for Sustainable Development in Schools. Professional Development in Education, 2014, vol. 40, no. 5, pp. 717–739. DOI: 10.1080/19415257.2013.835276
17. Katz J. Implementing the Three Block Model of Universal Design for Learning: Effects on Teachers' Self-Efficacy, Stress, and Job Satisfaction in Inclusive Classrooms K-12. International Journal of Inclusive Education, 2015, vol. 19, no. 1, pp. 1–20. DOI: 10.1080/13603116.2014.881569
18. Kemmis S., Heikkinen H.L.T., Fransson G., Aspfors J. Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-Development. Teaching and Teacher Education, 2014, vol. 43, pp. 154–164. DOI: 10.1016/j.tate.2014.07.001
19. Lange L. Neue Experimente Uber den Vorgang der Einfachen Reaction auf Sinneseindrucke. Phil. stud., 1888, vol. 4, pp. 479–510.
20. Martinez N.H. Everybody’s Problem: Novice Teachers in Disadvantaged Mexican Schools. International Journal of Qualitative Studies in Education, 2014, vol. 27, no. 8, pp. 959–973. DOI: 10.1080/09518398.2014.924637
21. Mitchell R. What is Professional Development, How Does it Occur in Individuals, and How May it be Used by Educational Leaders and
Managers for the Purpose of School Improvement? Professional development in education, 2013, vol. 39, no. 3, pp. 387–400.
22. Nel N.M., Romm N.R.A., Tlale L.D.N. Reflections on Focus Group Sessions Regarding Inclusive Education: Reconsidering Focus Group Research Possibilities. The Australian Educational Researcher, 2015, vol. 42, no. 1, pp. 35–53. DOI: 10.1007/s13384-014-0150-3
23. Nilsson M., Andersson I., Blomqvist K. Coexisting Needs: Paradoxes in Collegial Reflection. The Development of a Pragmatic Method for Reflection. Education Research International. 2017, vol. 2017. DOI: 10.1155/2017/4851067
24. Pajares M.F. Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research. 1992, vol. 62, no. 3, pp. 307–332. DOI: 10.3102/00346543062003307
25. PAI: Projet d'Accueil Individualise. Available at: http://www.esen.education.fr/?a=71&cHash=2357aeb82d&id=79. (accessed 15.12.2017.)
26. Silva L.A.A., Soder R.M., Schimdt S.M. et al. Teacher Archetypes: Perceptions of Nursing Students. Texto & Contexto-Enfermagem. 2016, vol. 25, no. 2. DOI: 10.1590/0104-07072016000180014
27. Steinborn M.B., Langner R., Huestegge L. Mobilizing Cognition for Speeded Action: Try-Harder Instructions Promote Motivated Readiness in the Constant-Foreperiod Paradigm. Psychological Research. 2017, vol. 81, no. 6, pp. 1135–1151. DOI: 10.1007/s00426-016-0810-1
28. Thorndike E.L. The Principles of Teaching: Based on Psychology. Routledge. 2013, vol. 32.
Published
2018-02-01
How to Cite
Catellani, N., Ilyasov, D., Cherepov, E., Sevryukova, A., Selivanova, E., Kudinov, V., & Nikolov, N. (2018). DEVELOPMENT OF PSYCHOLOGICAL READINESS IN PHYSICAL EDUCATION TEACHERS FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION. Human. Sport. Medicine, 18(1), 125-137. https://doi.org/10.14529/hsm180111
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