UDC 378.091.3:376.043.2-051]:364-322(4)
DOI: https://doi.org/10.59694/ped_sciences.2024.10.014
EUROPEAN EXPERIENCE OF PROFESSIONAL TRAINING OF FUTURE TEACHERS
FOR VOLUNTEERING IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT
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VASYUTINA Tatyana Nikolaevna
Doctor of
Pedagogical Sciences, Professor, Professor of the
Department of Primary Education and Innovative
Pedagogy, Dragomanov Ukrainian State University.
ORCID іD: https://orcid.org/0000-0003-0253-1932
ZOLOTARENKO Tatyana Oleksandrivna
PhD student at the Department of Primary Education and
Innovative Pedagogy, Dragomanov Ukrainian State
University.
ORCID іD: https://orcid.org/0000-0002-7533-4676
Abstract:
The article highlights the peculiarities of professional training of future teachers in selected European universities for volunteering and working in an inclusive educational space. Particular attention is paid to the analysis of educational and professional programmes, strategies, methods and approaches implemented in the educational systems of European countries and the European Union to develop future teachers' readiness to support children with special educational needs. It is noted that volunteer activity is an important element of the teacher's professional development, which contributes to the development of empathy, tolerance and responsibility.
The author draws research attention to the leading practices of European universities, in particular, the Kingdom of Norway and Cyprus, where volunteer work is integrated into the content of professional disciplines, separate courses and modules have been developed that provide for the identification of the needs of students with special needs, selection and application of individual methods of teaching and correction, integration of technology into special education, preparation of an inclusive learning environment and classroom management tools, work with children with autism, emotional and social problems, etc.
The effectiveness of implementing special trainings, workshops, and interdisciplinary projects to help students gain practical experience in working with children with disabilities and other needs that go beyond standard educational programmes is described. The effectiveness of practical training of future teachers, which includes school practice with visits to educational institutions and real-life work assignments, seminars with experts on inclusion, children's mental health and education of vulnerable groups, is alsoemphasised .
Attention is focused on the role of international initiatives and exchange programmes that promote innovative approaches to inclusion and social adaptation.
Comparison with the Ukrainian context allows us to identify key aspects that can be adapted to the national education system: inclusion of modules on inclusive education in educational and professional teacher training programmes, mandatory volunteering as an element of practical training, availability of practice hours directly in the inclusive educational environment of kindergartens and schools, and state motivation for voluntary volunteering.
The results of the study can be useful for educators, methodologists, organisers of volunteer programmes, as well as for policy makers in the field of inclusive education.
Keywords: future teachers, professional training, volunteering, inclusive education, inclusive educational environment, Kingdom of Norway.
References:
Bespalova, K. O. (2012). Motivatsiini aspekty volonterstva: dosvid zakhidnykh krain. [Motivational Aspects of Volunteering: Experience of Western Countries]. Kyiv.
Legoshyna, O. L., & Lotysh, N. O. (2024). Inkliuzyvna osvita yak sotsialno-pedahohichnyi fenomen. [Inclusive Education as a Socio-Pedagogical Phenomenon].
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Olsen, T., & Hansen, R. (2020). Inclusive Education in Norway: Challenges and Practices. [Inclusive Education in Norway: Challenges and Practices]. Oslo.
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