Novosibirsk State Pedagogical University Bulletin, 2017, vol. 7, no. 1, pp. 21–33
© Shkutina L. A., Rymkhanova A. R., Mirza N. V., Ashimkhanova G. S., Alshynbekova G. K., 2017
UDC: 
378

Human resource is a key factor in the successful implementation of the inclusive education system

Shkutina L. A. 1 (Karaganda, Republic of Kazakhstan), Rymkhanova A. R. 1 (Karaganda, Republic of Kazakhstan), Mirza N. V. 1 (Karaganda, Republic of Kazakhstan), Ashimkhanova G. S. 1 (Karaganda, Republic of Kazakhstan), Alshynbekova G. K. 1 (Karaganda, Republic of Kazakhstan)
1 Academician E. A. Buketov Karaganda State University, Karaganda, Republic of Kazakhstan
Full text (Open Access) — Downloaded 3766
Abstract: 

Introduction. The article provides an overview of the scientific literature and analyzes of approaches to the problem of teachers professional training in conditions of inclusive education. The purpose of this article is to assess the results of the study of the current state of training of teachers in higher education institutions of Karaganda, Kazakhstan, through comparative content analysis of curriculum in modular educational programmes and determination of their compliance with the standard curriculum for undergraduates of educational direction. The authors, citing legal documents, justify the relevance of the implementation of the educational module "Inclusive Education", which in addition to basic knowledge, skills and abilities of the future teacher in a comprehensive school provides special professional competencies needed to work in the conditions of inclusive education.
Materials and Methods. The research methodology includes theoretical methods: a review of the scientific literature on teacher training abroad, in the CIS and in Kazakhstan; analysis of awareness of the problem in its various aspects; empirical method: mathematical processing of statistical reliable data.
Results. As a result of the study of the curriculum`s content and compliance with the model curriculum of undergraduate specialties of educational direction in the universities of Karaganda, it was found that the content of the curriculum of the overwhelming majority of specialties, unfortunately, does not fully comply with the model curriculum, which means that students, future teachers, still aren`t taught specifics of inclusion.
Conclusions. In conclusion authors underline the necessity of reviewing the content of the universities` teacher training programs due to the need of graduates with a high level of development of new professional skills to suit modern educational space.

Keywords: 

inclusive education; teacher training; professional competence; pedagogical specialty university; curriculum; model curriculum; teaching staff

https://www.scopus.com/record/display.uri?src=s&origin=cto&ctoId=CTODS_1...

Human resource is a key factor in the successful implementation of the inclusive education system

For citation:
Shkutina L. A., Rymkhanova A. R., Mirza N. V., Ashimkhanova G. S., Alshynbekova G. K. Human resource is a key factor in the successful implementation of the inclusive education system. Novosibirsk State Pedagogical University Bulletin, 2017, vol. 7, no. 1, pp. 21–33. DOI: http://dx.doi.org/10.15293/2226-3365.1701.02
References: 
  1. Kosnik C., Beck C., Goodwin A. Lin. Reform Efforts in Teacher Education. International Handbook of Teacher Education. 2016, vol. 1, pp. 267–308.   
  2. Stephenson J. Different Traditions and Practices: Preparing Teachers for Inclusive Classrooms. Teacher Learning and Development. Self Study of Teaching and Teacher Education Practices. 2006, vol. 3, pp. 117–130. DOI:  http://dx.doi.org/ 10.1007/978-1-4020-4642-1_7
  3. Gudjonsdottir H., Cacciattolo M., Dakich E., Davies A., Kelly C.,  Dalmau M. C. Transformative Pathways: Inclusive Pedagogies in Teacher Education. Journal of Research on Technology in Education. 2007, vol. 40, issue 2, pp. 165–182. DOI:http://dx.doi.org/10.1080/15391523.2007.10782503
  4. Movkebayeva Z. A., Oralkanova I. A.  Analysis of the state of readiness of primary school teachers to work in the conditions of inclusive education. The successes of modern science. 2014,  no. 12 (Part 5), pp. 629–634. (In Russian)
  5. Biktagirova G. F., Khitryuk V. V. Formation of Future Pre-School Teachers’ Readiness to Work in the Conditions of Educational Inclusion. International Journal of Environmental & Science Education. 2016, vol.11, issue 3, pp. 185–194. DOI: http://dx.doi.org/10.12973/ijese.2016.302a Article Number: ijese.2016.043 
  6. Korneyeva N. Yu. Formation of readiness of the teacher of vocational training to create an inclusive education environment. Bulletin of South Ural State University. Education. Jurisprudence.  2011, no. 38, issue 14, pp. 49–52. (In Russian)
  7. Bunch G. Emerging research: students with disabilities, families, teachers. Toronto, Inclusion Press Publ., 2015.
  8. Ryapisova A. G., Chepel T. L. A study of the effectiveness of the educational process in the conditions of inclusive practice. Siberian Pedagogical Journal. 2013, no. 2, pp. 226–232. (In Russian)
  9. Florian L., Linklater H. Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education. 2010, vol. 40, issue 4, pp.  369–386.  DOI: http://dx.doi.org/10.1080/0305764X.2010.526588
  10. Florian L., Young K., Rouse M. Preparing teachers for inclusive and diverse educational environments: Studying curricular reform in an initial teacher education course. International Journal of Inclusive Education. 2010, vol. 14, issue 7, pp. 709–722. DOI: http://dx.doi.org/10.1080/13603111003778536
  11. Rymkhanova А. R., Bobrova V. V., Oleksyuk Z. Ya. About the issue of staffing inclusive education. Bulletin of Kazakh National Pedagogical University named after Abay. Special Education series. 2015, no. 2 (41), pp. 17–19. (In Russian)
  12. Movkebayeva Z. A., Oralkanova I. A., Mazhinova B. M., Beisenova A. B., Belenkoba O. G. Model of Formation for Readiness to Work within Inclusive Education in Teachers. International Journal of Environmental & Science Education. 2016, vol. 11, issue 11, pp. 4680–4689. Article Number: ijese.2016.343 
  13. Rymkhanova A. R., Alshynbekova G. К., Salikov Zh. K., Musseyeva G. N., Amanbai Zh. S. On the issue of training of teachers implementing inclusive practices. International Journal of Applied and Basic Research. 2016, no. 1, part 2, pp. 267–269. (In Russian)
  14. de Boer A., Jan Pijl S., Minnaert A. Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education. 2011, vol. 15, issue 3, pp. 331–353. DOI: http://dx.doi.org/10.1080/13603110903030089
  15. Tebenova K. S., Dakhbay B. D., Rymkhanova А. R. Zhussupbekova Z. D., Musseyeva G. N. Problems of training of teachers for work in inclusive education. International Journal of Experimental Education.  2015, no. 3, part 2, pp. 168–171. (In Russian).
Date of the publication 25.02.2017