Background. Currently, one of the priorities of education reform is the introduction of inclusive education. Although «inclusion» is not a new phenomenon for our country, there are many difficulties and obstacles to its effective implementation. For the Republic of Dagestan and Chechnya, the experience of inclusion has not yet found wide application in educational practice, and therefore the problems and opportunities of implementation at the transition stage are important for the prospects of development of this direction.
The Objective of the paper is based on the analysis of the experience of inclusive education (IO) abroad to investigate the problems of implementation (IO) in the system of higher education in the Republic of Dagestan and the Chechen Republic.
Design. Analyzed and reviewed the methodological issues of inclusive education with the aim of enhancing understanding of the capabilities and modus operandi (IO). As a result of the sociological survey, the main problems that start at the first stage of the introduction of inclusive education, such as psychological unpreparedness of participants of the inclusive process to the introduction of such education in educational organizations, are identified. Research result. The issues of the order of work of inclusive education (IO) in the Republic of Dagestan and in the Chechen Republic testify to the existence of numerous problems. The survey allowed to identify the main contradictions of the educational environment of the University, preventing the introduction of IO in the training of students with opfr.
Conclusion. Based on this study the conclusion about the necessity of establishing at the University a centre of inclusive learning. The main possible activities of the Center, its structure and required resources are proposed.
The paper describes the experience of designing a program for developing professional teacher-training reflection and its practical approbation.
The main trends of the study of professional teacher-training reflection in Russian psychological pedagogical science are described, the approaches to the description of methods and techniques that contribute to the development of professional teacher-training reflection in students are disclosed, and the conditions for its development are listed on the basis of literary data. Based on the review of the available research, it is necessary to search for a theoretical and methodological foundations for designing the development of professional teacher-training reflection in future teachers. The author proposes a reflexive activity approach. The program developed on the basis of this approach assumes a change in modeling classes on the main subjects of the psychological and pedagogical cycle, and on the other hand, the introduction of an innovative educational complex aimed at consolidating the competences received. The complex received the title of «Fundamentals of Personality-Oriented Learning». The paper describes the technology of modeling training sessions and the principles of building an educational complex.
Approbation of the program was held on the basis of Khetagurov North Ossetian State University. The control and experimental group included third and fourth year university students (N= 342). A diagnostic tool was developed to assess the levels of reflection, reflexive abilities and self-esteem. Analysing experimental work has shown that the students of the experimental group have a significant increase in the level of each of the reflection components, which confirms the effectiveness of the proposed approach to the development of professional teacher-training reflection of future teachers.
The paper describes an empirical study of the levels and types of educational career orientation of students of teacher-training major from the first to the fifth year of training, as well as the relationship of these parameters with academic performance.
The paper analyzes the main approaches to educational career orientation, prevailing in Russian teacher-training and psychology. Educational career training of future experts is regarded as a measure and a way of creative self-actualization in various types of educational activities and teacher-training dialogue aimed at developing and creating educational technology and disclosing individual faculties.
Experimental studies were the basis of Chechen State Pedagogical Institute and the North Ossetian State Pedagogical Institute. The results of empirical research show that there are significant differences in the level of Educational career orientation of students: the lowest levels are had by the students of first and second years, and the peak falls on the third or fourth year. Indicators characterizing the prevailing types of Educational career orientation are similar: maximum expression of their career orientation is also characterized by the students of the third and fourth years, which allows to characterize this period as the key one in developing significant professional qualities. It is proved that there is a correlation level of career orientation and the academic performance of students: the high level of career orientation correlates with high performance. This relationship is typical for students at all grade levels, but is most pronounced in the third and fifth years.
Shaping professional reflection of future teachers is of particular importance in the context of the modernization of the Russian education. However, despite the deep reflection of a problem in Russian pedagogical science the characteristics of development levels of pedagogical reflection among future teacher remains largely fragmented.
The paper deals with professional and pedagogical reflection as a process of perceiving essential features of educational process by a teacher, summarizes the main theoretical and methodological approaches to this issue. The research is aimed to identify and describe levels of professional and pedagogical reflection among students. The research is divided in several stages: the stage of theoretical allocation of substantial components of professional pedagogical reflection, the stage of selecting proper research tools, ascertaining stage, and concluding stage. The conceptual basis of the research is to identify the main components that determine the following features of professional and pedagogical reflection: motivational, creative, emotional volitional, communicative, monitoring and evaluative.
Based on the empirical results the levels of professional and pedagogical reflection of the students of the teacher-training specialties are identified. The first level is characterized by weak professional reflection and undifferentiated consciousness, self-awareness and self-esteem in the normal course of activities, the second level is associated with certain reflective activity and organization and is characterized by steady demand for professional and personal self-improvement. The indicator of the third level is high development of all components of professional reflection.