Open AccessThe Future Psychologists’ Motivation to Work in the System of Inclusive Education
Author(s) -
Viktor Syniov,
Maria Sheremet,
Daria Suprun,
Svitlana Fedorenko,
Myroslav Fedorenko,
Alla Dushka,
Olha Tsarkova,
Bogdan Khmelnitsky
Publication year - 2019
Publication title -
international journal of recent technology and engineering
Language(s) - English
Resource type - Journals
ISSN - 2277-3878
DOI - 10.35940/ijrte.d1008.1184s19
Subject(s) - prestige , psychology , curriculum , axiology , professional development , component (thermodynamics) , work (physics) , pedagogy , engineering ethics , medical education , epistemology , medicine , engineering , mechanical engineering , philosophy , linguistics , physics , thermodynamics
The article is devoted to the research of the future psychologists’ readiness to work with children with psychophysical disorders and exist in the conditions of inclusive education, according to the professional and motivational component. The average level of formation of the specified component is appropriate for 50,0%. These investigated persons demonstrate mostly positive, but in some cases an uncertain attitude towards various aspects of the future professional activity; in general, they are focused on self-development. Not all students entering university, are guided by the desire to become a psychologist, just prevailing motivation to obtain higher education. The low level is appropriate for 9,5%. The mostly negative or uncertain attitude towards various aspects of future professional activity and insufficient level of motivation by choosing a profession, its prestige and competitiveness is discovered. It’s determined, that one of the main tasks of the practical psychologists’ professional training should be development of scientific bases of their professionally oriented training to work in the system of inclusive education by eliminating small training courses and by creating integrative trans- and interdisciplinary complexes. Activation of the professional and motivational component should take place by introducing into the curriculum a special course "Fundamentals of Axiology" aimed in the professional formation of the system of principles, norms, canons, ideals that regulate interaction in the inclusive educational environment