Integration of Education, Год журнала: 2024, Номер 28(3), С. 384 - 399
Опубликована: Сен. 26, 2024
Introduction. Diversification of education children with special needs, carried out on the basis inclusive educational paradigm, actualized tasks formation and development competencies teachers in general organizations. These competencies, however, should be considered their connection dispositions a teacher as meaning structures his/her personality. But problem interrelation teachers’ competences has not been empirically developed so far. Establishing nature relationship between organizations was purpose study, which implemented context typological approach to materials are presented paper. Materials Methods. The study surveyed 759 primary, secondary, supplementary from 7 federal districts Russia. authors employed diagnostic methods, including situational professional test for evaluating teachers, well self-identification questionnaire determining teacher’s dispositions. Results. show that there reliable differences characterized by different types regard all basic competencies. Least they formed among pronounced negative skeptical dispositions, disposition acting predictor underdevelopment while links supportive analytical weak, although reliable. Discussion Conclusion. augmented newly obtained empirical data, enhances understanding personal readiness education. Its findings underscore necessity focused efforts shape refine perceptions activities within settings. This necessitates integration into training programs geared towards inclusion teachers.
Язык: Английский