PROFESSIONAL READINESS OF FUTURE TEACHERS TO WORK IN THE INCLUSIVE EDUCATION SYSTEM

Baibekova Madina Mahmudkhanovna; Sanzhar Mamadaliyev; Orazbay Aizhan  Bauyrzhanovna

doi:10.5281/zenodo.10231417

PROFESSIONAL READINESS OF FUTURE TEACHERS TO WORK IN THE INCLUSIVE EDUCATION SYSTEM

30.11.2023 International Scientific Journal "Science and Innovation". Series B. Volume 2 Issue 11

Baibekova Madina Mahmudkhanovna, Sanzhar Mamadaliyev, Orazbay Aizhan Bauyrzhanovna

Abstract. The humanistic goal of teacher education integrates the personal position of the future teacher (motivational and value-based attitude towards teaching activity) and his professional knowledge, abilities, and skills (professional competence). This unity determines the level of development of a teacher or educator working with children with disabilities as a humanist teacher, which ensures his readiness to take responsibility for the fate of a child with developmental disabilities, for his future.

Keywords: children with special educational needs; tolerance; psychological training; internal motivation; teacher

References:

1. Alekhina, S.V., Alekseeva, M.A., Agafonova, E.L. 2011. The readiness of teachers as the main factor in the success of the inclusive process in education. Psychological Science and Education, 1, 83-92. 2. Alekhina, S.V., Zaretsky, V.K. 2010. An inclusive approach in education in the context of the projective initiative "Our new school". In: Psychological and pedagogical support of the national educational initiative "Our new school". Moscow: AST. 3. Boyko, V.V. 1996. The energy of emotions in communication: A look at yourself and others. Moscow: Nauka. 4. Derkach, A.A., Kuznetsov, N.V. 1993. Acmeology: Ways to achieve the heights of professionalism. Moscow: Nauka. 5. the. Educational process science and innovation international scientific journal volume 2 issue 3 march 2023 uif-2022: 8.2 | issn: 2181-3337 | scientists.uz 165-173 6. Djumayev M.I The transformation of тe english language’s variants in contemporary great Britain. Educational process science and innovation international scientific journal volume 2 Issue 4 April 2023 Uif-2022: 8.2 | Issn: 2181-3337 | Scientists.Uz 19-27 https://doi.org/10.5281/zenodo.7818607 7. Djumaev M.I. (2023) Some Considerations of Teaching Mathematics Inuzbek Primary School. Journal of Mathematical & Computer Applications. SRC/JMCA-123. J Mathe & Comp Appli, 2023 Volume 2(2): 1-5 ISSN: 2754-6705 8. Джумаев М.И. Перспективы совершенствования преподавания математики в школе, колледже и вузе Республики Узбекистан. Ямало.Нанецк Россия «ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕ АРКТИЧЕСКИХ РЕГИОНОВ» № 1, МАРТ, 2023. № 6(147) 3-6 ст https://arctic-journal.ru/index.php/prof 9. Djumaev M.I. Some Considerations of Teaching Mathematics Inuzbek Primary School.Journal of Mathematical & Computer Applications. Received: March 28, 2023; Accepted: April 03, 2023, Published: April 22, 2023 ISSN: 2754-6705 1-5 10. Djumaev M.I. Формирование элементарных математических представлений у детей в дошкольном возрасте с использованием и без наглядных материалов. Глобальный научный потенциал» , ИД ТМБпринт, СПб.№ 6 (147) 2023 г. http://globaljournals.ru/ 11. Djumaev M.I. METHODOLOGICAL PRINCIPLES OF THE STUDENT'S INDEPENDENT WORK FORM UNDER THE SUPERVISING OF THE TEACHER IN PROCESS OF MODERN EDUCATION Musaeva Nargiza Khashimjanovna Master’s student of Tashkent state pedagogical universityr’s student of Tashkent state pedagogical university https://doi.org/10.5281/zenodo.7772930 12. Kuzmina, N.V. 1990. Professionalism of the personality of the teacher and master of industrial training. Moscow: Vyshaya shkola. 13. Slastenin, V.A. 1982. Professional readiness of teachers in educational work: Content, structure, functioning. In: Professional training of teachers in the system of higher education. Moscow: Publishing house of the Moscow Pedagogical Institute. 14. Kuyini, A.B., Desai, I., Sharma, U. 2020. Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509-1526. 15. Šuhajdová, I. 2019. Inclusion and inclusive education through the eyes of the majority in slovakia. Sodobna Pedagogika/Journal of Contemporary Educational Studies, 70(2), 142-158. 16. Kefallinou, A., Symeonidou, S., Meijer, C.J.W. 2020. Understanding the value of inclusive education and its implementation: A review of the literature. Prospects, 49(3-4), 135-152. 17. Magnússon, G., Göransson, K., Lindqvist, G. 2019. Contextualizing inclusive education in educational policy: The case of Sweden. Nordic Journal of Studies in Educational Policy, 5(2), 67-77. 18. Nagymzhanova, K. M., Abisheva, K. M., Albekova, A. S., Kapanova, A. K., Tyazhina, Y. B. 2020. Formation of a global intercultural discourse of a multicultural person. Media Watch, 11(3), 475-487. 19. Koh, Y.H. 2021. Combining adapted physical education with individualized education programs: Building Korean pre-service teachers’ self-efficacy for inclusive physical education. Sustainability (Switzerland), 13(5), 1-14. 20. Makoelle, T.M. 2020. Schools’ transition toward inclusive education in post-soviet countries: Selected cases in Kazakhstan. SAGE Open, 10(2), 17-22. 21. Paseka, A., Schwab, S. 2020. Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), 254-272. 22. Qiao, X.-F., Ren, Q., Li, X., Li, T.-L., Mariano, R.S. 2020. Analysis of subjective perception and influencing factors of different inclusive education models among prelingually deaf children with a cochlear implant. Journal of International Medical Research, 48(6), 456-470. 23. Miller, A.L., Wilt, C.L., Allcock, H.C., Kurth, J.A., Morningstar, M.E., Ruppar, A.L. 2020. Teacher agency for inclusive education: An international scoping review. International Journal of Inclusive Education, 17, 1-19. 24. Boyle, C., Anderson, J. 2020. The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217. 25. Becker, C., Anselmo, A.G. 2020. Social model in the perspective of inclusive education. Revista Conhecimento Online, 1, 90-108. 26. You, S., Kim, E.K., Shin, K. 2019. Teachers' belief and efficacy toward inclusive education in early childhood settings in Korea. Sustainability (Switzerland), 11(5), article number 1489.