| Abstract [eng] |
In the view of current events in education and the fact that teacher training is shifting towards inclusive education, this Master thesis, with reference to European Special Education Development Agency document “Profile of Inclusive Teachers”, analyses the competence of inclusive education in terms of teachers and future teachers. Theoretical analysis of inclusive education, the concept of competence and purposefulness of teacher training was carried our in the thesis. Using a questionnaire survey method and the study of statistical analysis of the data the research reveals the structure and expression of inclusive education competences in four essential spheres: 1) competence to recognize and tolerate differences 2) competence to educate pupils with different needs in a common type class; 3) competence of collaboration; 4) Competence of personal professional improvement. Equally, applying content analysis method the Master thesis reveals the concept of inclusive education in terms of teachers and future teachers. The comparison of teachers and future teachers’ inclusive education competence evaluation was carried out employing parametric Student test. 166 teachers of general education schools and 167 future teachers studying at different Lithuanian Universities participated in the research. The research provides that in terms of respondents, inclusive education competence in all essential spheres is assessed fairly high. Researching the structure of inclusive education competence it appeared that the first competence - to recognize and tolerate differences is revealed by the following structural components: accessibility if education system for all students; ability to comply with the provisions of inclusive education in practice; inclusive education – a way to ensure all students’ needs; the concept of inclusive education; different educational needs – not an obstacle. The second competence – educating students with different needs in a common type class comprises: preparedness and skills to educate students with different needs; recognition of education social function; Understanding, differentiation and individualization of education (learning) techniques, assessment methods; teacher’s responsibility for every student’s learning. The third, collaboration competence, is described by the following structure: the knowledge of collaboration principles and teamwork; collaboration – the basis of inclusive education; ability to collaborate with others; collaboration – a means of personal and institutional improvement. The last i.e. the forth competence is revealed by: knowledge about activity field exploration and professional improvement possibilities; activity reflection and personal responsibility for professional improvement; openness to novelties and ability to organize and assess their activities. |
