The Future Psychologists’ Motivation to Work in the System of Inclusive Education
Viktor Syniov1, Maria Sheremet2, Daria Suprun3, Svitlana Fedorenko4, Myroslav Fedorenko5, Alla Dushka6, Vitalii Lunov7, Olha Tsarkova8
1Viktor Syniov, Dr. Habil, Professor, National Academy of Pedagogical Sciences of University, Ukraine
2Maria Sheremet, Dr. Habil, Professor, Honorary Academician, Pedagogical Sciences of Dean of the Faculty of Special and Inclusive Education National Pedagogical Dragomanov University, Pyrogova Str, Kyev, Ukraine.
3Daria Suprun, Dr. Habil, Professor, Department of Special Psychology and Medicine National Pedagogical Dragomanov University, Ukraine.
4Svitlana Fedorenko, Dr. Habil, Professor Head, Department of Speech Therapy and Logopsychology, National Pedagogical Dragomanov University, Ukraine.
5Myroslav Fedorenko, Ph.D of Pedagogy, Associate Professor, Department of Special Psychology and Medicine National Pedagogical Dragomanov University, Kyev, Ukraine.
6Alla Dushka, Doctor, Associate Professor, Chief Scientist, Department of Psychological and Pedagogical, Institute of Special Pedagogics and Psychology of National Academy of Educational Sciences of Ukraine.
7Vitalii Lunov, Ph.D, Associate Professor, Bogomolets National Medical University, Ukraine.
8Olha Tsarkova, Associate Professor, Psy.D., Bogdan Khmelnitsky Melitopol State Pedagogical University, Ukraine.
Manuscript received on 30 November 2019 | Revised Manuscript received on 11 December 2019 | Manuscript Published on 19 December 2019 | PP: 143-147 | Volume-8 Issue-4S November 2019 | Retrieval Number: D10081184S19/2019©BEIESP | DOI: 10.35940/ijrte.D1008.1184S19
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The article is devoted to the research of the future psychologists’ readiness to work with children with psychophysical disorders and exist in the conditions of inclusive education, according to the professional and motivational component. The average level of formation of the specified component is appropriate for 50,0%. These investigated persons demonstrate mostly positive, but in some cases an uncertain attitude towards various aspects of the future professional activity; in general, they are focused on self-development. Not all students entering university, are guided by the desire to become a psychologist, just prevailing motivation to obtain higher education. The low level is appropriate for 9,5%. The mostly negative or uncertain attitude towards various aspects of future professional activity and insufficient level of motivation by choosing a profession, its prestige and competitiveness is discovered. It’s determined, that one of the main tasks of the practical psychologists’ professional training should be development of scientific bases of their professionally oriented training to work in the system of inclusive education by eliminating small training courses and by creating integrative trans- and interdisciplinary complexes. Activation of the professional and motivational component should take place by introducing into the curriculum a special course “Fundamentals of Axiology” aimed in the professional formation of the system of principles, norms, canons, ideals that regulate interaction in the inclusive educational environment.
Keywords: Psychologist, Student, Education, Motivation, Inclusive Education.
Scope of the Article: Social Sciences