Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/85808
Type of publication: research article
Type of publication (PDB): Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Education (S007)
Author(s): Girdzijauskienė, Rūta;Sakadolskis, Emilija Alma
Title: Būsimųjų muzikos mokytojų rengimas įtraukiajam ugdymui
Other Title: Preparing music teachers for inclusive education in Lithuania
Is part of: Pedagogika : mokslo darbai = Pedagogy. Vilnius : Lietuvos edukologijos universitetas, 2018, T. 131, nr. 3
Extent: p. 48-66
Date: 2018
Keywords: Mokytojų rengimas;Pedagoginės nuostatos;Įtraukusis ugdymas;Pedagoginė praktika;Muzikos mokytojas;Teacher preparation;Teacher dispositions;Inclusive education;Field experiences;Music educator
Abstract: Straipsnyje aptariama įtraukiojo ugdymo, kaip teikiančio lygias ugdymosi galimybes visiems ugdytiniams, nepaisant kultūrinių, socialinių ar kitokių skirtumų, problematika. Remiantis keturių tikslinės grupės interviu su muzikos pedagogikos studijų programų studentais ir pedagogais praktikais rezultatais analizuojama, kaip būsimieji muzikos mokytojai yra rengiami įtraukiajam ugdymui. Tyrimo rezultatai atskleidė kitoniškumo ribotą supratimą, gebėjimų užtikrinti įtraukųjį ugdymą stoką, nepakankamą mokytojų mentorių pasirengimą vadovauti studentų praktikai. Remiantis tyrimo rezultatais pateikiamos rekomendacijos, kaip tobulinti mokytojų rengimą
Today inclusive education encompasses many more types of “otherness” than before. Systems like the Universal Design for Learning encourage us to consider the abilities of all learners, not just those with disabilities, yet in-service and preservice teachers feel unprepared to teach diverse populations of students, accounting for negative attitudes towards inclusion. Changing the dispositions of future teachers is no easy task. For teacher education to become transformative rather than reproductive, many researchers have pointed to field experiences as being the key to success in changing teacher practices and dispositions. Since field experiences involve collaboration between the pre-service teacher and the school-based mentor, the aim of this research was to examine the voices of participants and prompted these research questions: how are future music teachers being prepared by university-based teacher education programs for inclusive classroom practice? What problems do pre-service music teachers face during field experiences? What challenges do school-based mentors face when guiding student teachers to work with diverse pupil needs? Focus group discussions were chosen as the method of data collection. Three groups consisted of bachelor-level students from two Lithuanian universities. The fourth consisted of six music teacher mentors.[...]
Internet: https://www.vdu.lt/cris/bitstream/20.500.12259/85808/1/ISSN2029-0551_2018_T_131_N_3.PG_48-66.pdf
https://hdl.handle.net/20.500.12259/85808
http://dx.doi.org/10.15823/p.2018.33
Affiliation(s): Klaipėdos universitetas
Lietuvos muzikos ir teatro akademija
Muzikos teorijos ir pedagogikos katedra
Vytauto Didžiojo universitetas
Appears in Collections:Pedagogika / Pedagogy 2018 t. 131, nr. 3
Universiteto mokslo publikacijos / University Research Publications

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