Experimental work on the methodology of preparing future teachers for the inclusion of schoolchildren in the conditions of a university technopark

Abstract

The relevance of the research is determined by the need for the dissimilation of the experience of the effective use of university technoparks in the process of organizing the educational and professional activities of future teachers. The research is based on synergetic, personality-oriented, competence-based, activity-based approaches to the development and implementation of the pedagogical process. The general scientific methodological basis of the process under study and its conceptual framework were a systematic approach that allows us to consider it as a single whole in all the diversity of internal and external relations with the elements of the educational environment of the University technopark. The aim of the study was to evaluate the effectiveness of experimental work on the methodological preparation of future teachers for the inclusion of schoolchildren on the basis of the university technopark. To analyze the readiness of future teachers for the inclusion of schoolchildren, the levels of its formation were determined: low, medium, potentially high, and actually high. The experimental work was carried out with students – future teachers – and had a step-by-step nature. At the stage of the ascertaining experiment, a quantitative and qualitative assessment of the initial level of formation of the readiness of future teachers for the inclusion of schoolchildren was carried out. At the stage of the formative experiment, educational work was carried out with students aimed at forming their readiness for the inclusion of schoolchildren within the framework of the academic discipline Education of Persons with Disabilities and industrial (technological in the system of inclusive education) practice. The key form of the educational process was the workshops of students’ professional tests, as specially organized educational tests that provide immersion in the simulated elements of educational and professional activities of future teachers in order to gain experience of actions and build an individual trajectory of their professional formation and development. At the stage of the control experiment, the dynamics of the level of formation of the future teachers’ readiness for the inclusion of schoolchildren was analyzed. A comparative analysis of the level groups of students at the ascertaining and control stages of the experimental work showed a decrease in the group of a low level of formation of the readiness of future teachers for the inclusion of schoolchildren from 26% to 5%. There was also an increase in the potentially high-level group from 26% to 53% of respondents. The performed experimental work revealed the positive dynamics of the formation of the readiness of future teachers for the inclusion of schoolchildren in the conditions of the university technopark and also confirmed the validity of the formulated theoretical provisions underlying the model of their methodological training.