РАЗВИТИЕ ПСИХОЛОГИЧЕСКОЙ ГОТОВНОСТИ УЧИТЕЛЕЙ ФИЗИЧЕСКОЙ КУЛЬТУРЫ К ОСУЩЕСТВЛЕНИЮ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ
Ключевые слова:
Учителя физической культуры, психологическая готовность, инклюзивное образование, обучающийся с ограниченными возможностями, система развития психологической готовности учителей, ситуационные задачи, рефлексивные сессии, стрессоустойчивость учителя.
Аннотация
Цель. Проектирование, апробация системы развития психологической готовности учителей физической культуры к инклюзивному образованию, включающей когнитивный, эмоциональный, ценностный и рефлексивный компоненты. Организация и методы исследования. Исследование выполнено на основе теории установки (Л. Ланге, Р. Чалдини, Д.Н. Узнадзе, С.Л. Рубинштейн). Разработан диагностический инструментарий для выявления уровня сформированности когнитивного, эмоционального, ценностного и рефлексивного компонентов психологической готовности учителей физической культуры к инклюзивному образованию. В исследовании 2016–2017 гг. на разных этапах приняли участие 673 учителя физической культуры Челябинской области. Психологическая готовность большинства респондентов (39,6 %) находится на уровне ниже среднего. Изучен опыт подготовки учителей физической культуры во Франции, представленный научными партнерами Высшей школы преподавания и образования в составе Университета им. Жюля Верна Пикардии при Академии г. Амьена. Результаты. Разработана система развития психологической готовности учителей к инклюзивному образованию, основанная на опыте позитивных педагогических практик подготовки учителей физической культуры России и Франции. Она предполагает обучение учителей на постепенно усложняющихся этапах: а) решение ситуационных задач, представляющих проблемные аспекты деятельности учителей физической культуры в работе с детьми с ограниченными возможностями здоровья; б) проведение рефлексивных сессий, в которых педагоги знакомятся с психологией особого ребенка и отождествляют себя с ним; в) формирование стрессоустойчивости учителей, профилактика их профессионального выгорания. Заключение. Экспериментальный этап исследования показал, что внедрение такой системы способствовало положительному изменению показателей психологической готовности учителей к осуществлению инклюзивного образования. Система рекомендуется к использованию в широкой практике.Литература
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4. Медведева, Л.М. Формирование коммуникативной компетентности будущего учителя в образовательном пространстве педагогического вуза / Л.М. Медведева // Совет ректоров. – 2011. – № 9. – С. 57–59.
5. Тимошенко, Г.В. Работа с телом в психотерапии: практическое руководство / Г.В. Тимошенко, Е.А. Леоненко. – М.: Психотерапия, 2006. – 480 с.
6. Узнадзе, Д.Н. Философия. Психология. Педагогика: наука о психической жизни / Д.Н. Узнадзе; под ред. И.В. Имедадзе, Р.Т. Сакварелидзе. – М.: Смысл, 2014. – 365 с.
7. Чалдини, Р. Психология влияния / Р. Чалдини. – 5-е изд. – СПб.: Питер, 2016. – 336 с.
8. Шарифуллина, С.Р. Психологическая готовность будущих педагогов к управлению физкультурно-спортивной деятельностью / С.Р. Шарифуллина // Вестник Челяб. гос. пед. ун-та. – 2011. – № 11. – С. 212–219.
9. Эпова, Н.П. Психологические особенности коуч-стиля в управлении образовательным процессом: от разработки стратегии к тактике формирования рефлексивно-субъектной позиции персонала в инклюзивной школе / Н.П. Эпова // Психология в экономике и управлении. – 2015. – Т. 7. – № 2. – С. 159–168.
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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.)
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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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21. Mitchell R. What is Professional Development, How Does it Occur in Individuals, and How May it be Used by Educational Leaders and
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2. Иосебадзе, Т.Т. Бессознательное: природа, функции, методы исследования / Т.Т. Иосебадзе, Т.Ш. Иосебадзе. – Тбилиси: Мецниереба, 1985. – 55 с.
3. Котомина, О.А. Технология решения ситуативных задач-одно из средств достижения метапредметных результатов / О.А. Котомина // Актуальные вопросы обучения русскому (родному) языку. – 2015. – С. 349–353.
4. Медведева, Л.М. Формирование коммуникативной компетентности будущего учителя в образовательном пространстве педагогического вуза / Л.М. Медведева // Совет ректоров. – 2011. – № 9. – С. 57–59.
5. Тимошенко, Г.В. Работа с телом в психотерапии: практическое руководство / Г.В. Тимошенко, Е.А. Леоненко. – М.: Психотерапия, 2006. – 480 с.
6. Узнадзе, Д.Н. Философия. Психология. Педагогика: наука о психической жизни / Д.Н. Узнадзе; под ред. И.В. Имедадзе, Р.Т. Сакварелидзе. – М.: Смысл, 2014. – 365 с.
7. Чалдини, Р. Психология влияния / Р. Чалдини. – 5-е изд. – СПб.: Питер, 2016. – 336 с.
8. Шарифуллина, С.Р. Психологическая готовность будущих педагогов к управлению физкультурно-спортивной деятельностью / С.Р. Шарифуллина // Вестник Челяб. гос. пед. ун-та. – 2011. – № 11. – С. 212–219.
9. Эпова, Н.П. Психологические особенности коуч-стиля в управлении образовательным процессом: от разработки стратегии к тактике формирования рефлексивно-субъектной позиции персонала в инклюзивной школе / Н.П. Эпова // Психология в экономике и управлении. – 2015. – Т. 7. – № 2. – С. 159–168.
10. Aspfors, J. Research on mentor education for mentors of newly qualified teachers: a qualitative meta-synthesis / J. Aspfors, G. Fransson // Teaching and teacher education. – 2015. – Т. 48. – P. 75–86.
11. Darling-Hammond, L. Teacher education around the world: What can we learn from international practice? / L. Darling-Hammond //European Journal of Teacher Education. – 2017. – P. 1–19.
12. Dominguez, N. Mentoring frameworks: synthesis and critique / N. Dominguez, M. Hager // International Journal of Mentoring and Coaching in Education. – 2013. – Т. 2. – № 3. – P. 171–188.
13. Doyle, W. Case methods in the education of teachers / W. Doyle // Teacher Education Quarterly. – 1990. – P. 7–15.
14. Forlin, C.A. system-wide professional learning approach about inclusion for teachers in Hong Kong / C. Forlin, T. Loreman, U. Sharma // Asia-Pacific Journal of Teacher Education. – 2014. – Т. 42. – № 3. – P. 247–260.
15. Hamilton C. Beginning teachers reflect on inclusive practices–‘I didn't realize that he only had half a hand’/ C. Hamilton, M. Kecskemeti // International Journal of Inclusive Education. – 2015. – Т. 19. – № 12. – P. 1265–1279.
16. Kadji-Beltran, C. Mentoring as a strategy for empowering Education for Sustainable Development in schools / C. Kadji-Beltran, A. Zachariou, E. Liarakou // Professional Development in Education. – 2014. – Т. 40. – № 5. – P. 717–739.
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 / J. Katz // International Journal of Inclusive Education. – 2015. – Т. 19. – № 1. – P. 1–20.
18. Kemmis S. Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development / S. Kemmis, H.L.T. Heikkinen, G. Fransson, J. Aspfors // Teaching and teacher education. – 2014. – Т. 43. – P. 154–164.
19. Lange, L. Neue Experimente Uber den Vorgang der Einfachen Reaction auf Sinneseindrucke / L. Lange // Phil. Stud. – 1888. – Т. 4. – P. 479–510.
20. Martinez, N.H. Everybody’s problem: Novice teachers in disadvantaged Mexican schools / N.H. Martinez // International Journal of Qualitative Studies in Education. – 2014. – Т. 27. – № 8. – P. 959–973.
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? / R. Mitchell // Professional development in education. – 2013. – Т. 39. – № 3. – P. 387-400.
22. Nel, N.M. Reflections on focus group sessions regarding inclusive education: reconsidering focus group research possibilities / N.M. Nel, N.R.A. Romm, L.D.N. Tlale // The Australian Educational Researcher. – 2015. – Т. 42. – № 1. – P. 35–53.
23. Nilsson, M. Coexisting Needs: Paradoxes in Collegial Reflection / M. Nilsson, I. Andersson, K. Blomqvist. – The Development of a Pragmatic Method for Reflection // Education Research International. – 2017. – Т. 2017.
24. Pajares, M.F. Teachers’ beliefs and educational research: Cleaning up a messy construct / M.F. Pajares // Review of educational research. – 1992. – Т. 62. – № 3. – P. 307–332.
25. PAI: Projet d'Accueil Individualise. – http://www.esen.education.fr/?a=71&cHash=2357aeb82d&id=79 (дата обращения 15.12.2017).
26. Silva, L.A.A. Teacher Archetypes: Perceptions of Nursing Students / L.A.A. da Silva, R.M. Soder, S.M. Schimdt et al. // Texto & Contexto Enfermagem. – 2016. – Т. 25. – № 2.
27. Steinborn, M.B. Mobilizing cognition for speeded action: try-harder instructions promote motivated readiness in the constant-foreperiod paradigm / M.B. Steinborn, R. Langner, L. Huestegge // Psychological research. – 2017. – Т. 81. – № 6. – P. 1135–1151.
28. Thorndike, E.L. The principles of teaching: Based on psychology / E.L. Thorndike. – Routledge, 2013. – Т. 32.
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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
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Опубликован
2018-02-01
Как цитировать
Кателлани, Н., Ильясов, Д., Черепов, Е., Севрюкова, А., Селиванова, Е., Кудинов, В., & Николов, Н. (2018). РАЗВИТИЕ ПСИХОЛОГИЧЕСКОЙ ГОТОВНОСТИ УЧИТЕЛЕЙ ФИЗИЧЕСКОЙ КУЛЬТУРЫ К ОСУЩЕСТВЛЕНИЮ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ. Человек. Спорт. Медицина, 18(1), 125-137. https://doi.org/10.14529/hsm180111
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