| Abstract [eng] |
The master's thesis examines approaches to planning and organizing pedagogical practices in implementing the principle of inclusion by foreign (English) language teachers in schools. The study explores the importance of inclusive education, its impact on the educational process, and the strategies and methods teachers apply in planning and organizing lessons. It highlights the challenges educators face in the practice of inclusive education and provides insights into potential improvement strategies. The thesis consists of two main parts: theoretical and empirical. The theoretical part discusses the concept of inclusive education, its main goals, dimensions, functions, and management models. It thoroughly analyses managerial approaches to organizing and planning education to implement the principle of inclusion in schools, emphasizing methods and strategies for organizing learning. Additionally, it delves into the management of the educational process, highlighting methods for monitoring students' achievements and progress. The empirical part aimed to analyse the approaches of planning and organizing pedagogical practices in implementing the principle of inclusion by foreign (English) language teachers. The study was conducted using a questionnaire survey, and the collected data were processed using descriptive and statistical methods. The research results revealed that the successful implementation of the inclusion principle requires effective managerial solutions to ensure teachers’ readiness and contribute to the optimization of the educational process. Teachers' organizational skills are a significant managerial resource that enables the efficient organization of the educational process. Although teachers possess theoretical knowledge about inclusive education, their applied managerial methods are not always sufficiently effective, as many still face challenges such as a shortage of special education teachers and insufficient methodological guidelines tailored to assess the needs of weaker students. The study also highlighted that, while feedback is crucial in fostering students’ progress, teachers often encounter difficulties in applying it effectively. The study confirmed the hypotheses and revealed that the approaches to planning and organizing the educational process in implementing the inclusion principle are closely related to the individualization and differentiation of the curriculum, promoting collaborative learning among students in pairs and groups, and more effective pedagogical management. Efficient planning and organization by teachers positively influence student engagement, collaboration, and achievement monitoring, thus contributing to the implementation of the inclusion principle in schools. Proper managerial skills in planning and organization ensure a more effective teaching process, contribute to better student outcomes and progress tracking, and indirectly affect behaviour management. The findings highlight the need for systematic improvement of teachers' competencies, the provision of methodological and material support, and the development of effective professional development models. The study is significant from a practical perspective, as its conclusions can be applied in developing teacher training programs and educational policy recommendations. From a scientific perspective, the research contributes to the knowledge of applying inclusive education in pedagogical practice and provides a foundation for further research in this field. |
