ARPHA Proceedings 5: 635-646, doi: 10.3897/ap.5.e0635
Development of an Inclusive Culture of Pre-service Teacher
expand article infoElena Yu. Ilaltdinova, Irina F. Filchenkova, Vladimir A. Kudryavtsev, Tatyana F. Krasnopevtseva
Open Access
The new social situation has changed the paradigm of teacher training. The individual training is one of the key trends of Russian education. Many educational organizations worldwide have their own unique experience in the implementation of inclusive education. Currently, Russian education is undergoing a transition process to create a holistic system of inclusive education that develops cultural values, defines the methodology, principles and arrangements for implementing the ideas of inclusive education. Nowadays the most important role in inclusive education takes a teacher. The readiness of a teacher to provide career guidance and inclusive education, to promote employment and to build value is of a particular relevance. To make inclusion more effective and change a mindset, acceptance of inclusion ideas are required, first of all, by teachers themselves. Thus, the creation of an inclusive culture becomes an essential issue for teachers. The purpose of the study is to analyze the implementation strategy to develop an inclusive culture of teachers. The article considers the experience of Minin University. The conducted research allows us to conclude that it is necessary to develop an inclusive culture of teachers, which determines the efficiency of the inclusion process as a whole, and also gives an opportunity to maintain and convey the values of inclusion in the society. The results of the study can be used in comparative studies for the development of methodology for inclusive higher education, as well as by employees of universities who are responsible for the issues of inclusive education.
inclusive education, a culture of inclusion, inclusive culture, teacher training, teacher, vocational training.