Проблеми розвитку професійних навичок педагогів у процесі впровадження інклюзивного навчання: приклад округу в Південній Африці
DOI:
https://doi.org/10.34142/2709-7986.2025.30.2.18Ключові слова:
attitudes, collaborative learning, competencies, co-teaching, knowledge, skillsАнотація
Метою дослідження було вивчення проблем, пов’язаних із навичками, яких бракує освітянам в умовах інклюзивної освіти в Південній Африці, зокрема в окрузі Табо Мофутсаньяна.
Методологія. Дані, що ґрунтувалися на якісних методах, було зібрано шляхом напівструктурованих інтерв’ю з директорами шкіл, освітянами – членами Комітету шкільної групи підтримки (SBST), посадовими особами округу – членами Окружної групи підтримки (DBST), головами шкільних керівних органів (SGB), а також завдяки аналізу документів освітньої політики, зокрема «Білої книги з питань освіти 6» (EWP6).
Результати дослідження показали, що освітяни стикаються з труднощами у підтримці учнів з особливими освітніми потребами (LSEN) через недостатню підготовку, обмежені ресурси та брак навичок, особливо під час роботи з такими засобами, як шрифт Брайля, або у використанні жестової мови під час спілкування.
Дискусія. Професійні навчальні семінари, моделі спільного навчання та професійні навчальні спільноти (ПНС) було визначено як засоби розвитку потенціалу освітян. Ці механізми сприяють колегіальному навчанню, удосконалюють стратегії викладання та підтримують розвиток інклюзивної освіти з урахуванням різноманітних потреб учнів.
Висновки. У дослідженні наголошується на важливості забезпечення освітян практичними навичками та належними ресурсами для створення сприятливого інклюзивного середовища викладання й навчання в класі.
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