| Abstract [eng] |
The first chapter of the final master's thesis presents the concept of inclusive education, the definition, discusses the paradigm change in the context of inclusive musical education, the expression of the involved content of musical education, the reflection of research. The second chapter presents the analysis of educational documents from the aspect of the training of the next generation of pedagogues, distinguishes the competences of teachers, the definition of values, types, internalisation, their expression in the educational process. The third chapter provides an empirical research analysis. The aim of the Master's thesis is to distinguish the valuable differences between the generations of music teachers in the context of inclusive education. Tasks: 1) to analyze the concept, goals and objectives of inclusive education; 2) to discuss the peculiarities of the paradigm alternation in the aspect of inclusive musical education; 3) to review the expression of the content of inclusive music education in the context of the next generation of teachers training; 4) to reveal the peculiarities of personal competence and valuable orientation of music teachers in professional activities; 5) to investigate the expression of personal values of teachers of different generations in the context of inclusive education. The object of the research is the value aspects of music teachers of different generations. The methods of the research of Master's thesis: analysis of documents regulating inclusive education, analysis of pedagogical, psychological, scientific, methodological literature, questionnaire survey, statistical data analysis. The theoretical justification of the research was started in May 2018, and the empirical study was carried out in March 2019. 54 music educators participated in the study; 24 - younger generations (20-40 years), 30 - older generations (41-50...). Respondents are from Šiauliai (21), Kaunas (15), Klaipėda, Vilnius, Telšiai and Panevėžys.The conclusions of the empirical study: the concept of inclusive education is confused with the concept of special education by the teachers; the closest inclusive education are the philosophical ideas of pragmatism and postmodernism; improvisation, singing, listening to music, instrumental playing have an impact on the integration of children in the educational process; the content of inclusive music education is not adapted to inclusive education; from September 2019 a new generation of educators will be trained in Lithuania, with a wide range of educational competences contributing to the quality of inclusive education; music teachers need didactic, constructive, general competences; Educational values dominating in the educational process: musical comprehensiveness, planning, spirituality, concern, mastery, friendliness, motivation, curiosity, innovation, tolerance, help; The results of the empirical research reveal that respondents' differences in value are not contrasting and intriguing, but have an impact on the quality of inclusive education. |
