Model of Primary School Teachers Training for Work in the System of Inclusive Education by Applying Extrapolation of Poland’s Advances in Training for Work

Anna A. Sobchuk, Nataliia O. Mykytenko

Abstract


The purpose of the study was to develop a model of vocational training of primary school teachers for work in the system of inclusive education by applying extrapolation of Poland’s advances in training for work and to identify how it was evaluated by the experts in Pedagogics. The study was based on four stages which were as follows: a baseline study, model design, and description, expert evaluation, and analyses. The baseline study aimed at analysing the secondary education system in the Republic of Poland, and a teacher training system of inclusive education. The model was evaluated by experts using the questionnaire. The reliability score was 0.93 which was appropriate for this field of study. The SPSS Software (version 20) was used to analyse the data. The multiple-choice questions that were based on a five-point Likert scale were analysed using means and standard deviations. The data drawn from the open-ended questions were analysed using frequency distributions. Mann-Whitney U test calculator was employed to compare attitude score differences between the respondents’ categories. A Chi-square test was used for the computation of the data between the groups of respondents. P-value of p<0.05 was considered sufficient. The proposed model could be considered a benchmark for the professional training and consists of four blocks: value and objective, theory and best practices-related, content-based and procedural, productive. The designed model requires a rethinking and adaptation to the conditions of the system of higher education in Ukraine. Further research is needed in testing its effectiveness.

https://doi.org/10.26803/ijlter.19.3.19


Keywords


inclusion; inclusive education; model; vocational training; primary school teacher; Republic of Poland

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References


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