Open AccessMETHODOLOGY OF PSYCHOLOGICAL DIAGNOSTICS OF PEDAGOGUES’ READINESS FOR IMPLEMENTATION OF INCLUSIVE EDUCATIONAL PRACTICE
Author(s) -
Yelena S. Slyusareva
Publication year - 2020
Publication title -
vestnik kostromskogo gosudarstvennogo universiteta imeni n.a. nekrasova. seriâ: pedagogika, psihologiâ, socialʹnaâ rabota, ûvenologiâ, sociokinetika
Language(s) - English
Resource type - Journals
ISSN - 2073-1426
DOI - 10.34216/2073-1426-2020-26-1-104-111
Subject(s) - representativeness heuristic , psychology , reliability (semiconductor) , inclusion (mineral) , validity , medical education , sample (material) , professional development , pedagogy , psychometrics , social psychology , medicine , clinical psychology , power (physics) , chemistry , physics , chromatography , quantum mechanics
The article considers the concept of professional readiness of pedagogues to implement inclusive educational practice; identifi es and substantiates substructures (pedagogical and psychological) of professional readiness of pedagogues. In accordance with the theoretical provisions on the professional readiness of a pedagogue included in the system of inclusive education, a method of psychological diagnostics of pedagogues’ readiness for the implementation of inclusive educationalpractice is developed and presented. Methods of psychological diagnostics are developed based on the theoretical principles of professional readiness of the pedagogue, regulatory requirements for the training of the pedagogue, method of expert assessment based on which, the summation of statements of questionnaires is defi ned. Estimation of quality of methods of psychological diagnostics of professional readiness of pedagogues to implement inclusive educational practices was based onpsychometric requirements for diagnostic procedure: standardisation, validity, reliability, representativeness. The reliability and reliability of the research was provided by a representative sample of the tested – 129 pedagogues implementing inclusive educational practice in Stavropol and Stavropol Land took part in the pilot study. The proposed methodology for the psychological diagnosis of pedagogues’ readiness to implement inclusive educational practice allows us to identify diffi culties encountered by pedagogues who have different experiences of «entering» into inclusive culture and practice and, based on the results obtained, build psychological (methodological, educational) support for pedagogues in accordance with their request.