Профессиональное развитие учителей специального образования с помощью цифрового повествования

 Ozgur Yasar-Akyar, Ankara (Турция)

 Cinthia Rosa-Feliz, Santo Domingo (Доминиканская Республика)

 Solomon Sunday-Oyelere, Luleå (Швеция)

 Darwin Muñoz, Santo Domingo (Доминиканская Республика)

 Gıyasettin Demirhan, Ankara (Турция)

https://doi.org/10.3916/C71-2022-07

Ключевые слова

Профессиональное развитие, подготовка учителей, ИКТ, инклюзивное образование, цифровое повествование, особые учебные потребности

Резюме

В данной статье представлены результаты исследования того, как учителя специального образования понимают, что цифровое повествование на семинаре может способствовать профессиональному развитию в области инклюзивного образования. В исследовании оценивается удобство использования платформы Smart Ecosystem for Learning and Inclusion (SELI) для поддержки учителей во время процесса создания цифровых историй на семинаре. Мы использовали подход конвергентного параллельного смешанного метода исследования с участием 47 учителей средних школ, работающих с людьми с ограниченными возможностями в Доминиканской Республике. Результаты данного исследования показали, что интеллектуальная платформа обучения SELI продемонстрировала хорошую пригодность для поддержки учителей во время педагогического процесса создания цифровых нарративов на семинаре. Кроме того, возникли две темы о том, как цифровые нарративы на семинарах могут способствовать профессиональному развитию учителей для продвижения инклюзивного образования. В результате были выбраны следующие темы: экспрессия, слушание и обучение с помощью цифровых нарративов; и стимулирование изменения с помощью цифровых нарративов для создания более инклюзивной среды. Учителя с оптимизмом отнеслись к внедрению цифрового нарратив, кроме того, они размышляли о потенциальном влиянии цифровых нарративов на инклюзию в классе, как о средстве, способствующем изменениям, построению осмысленного обучения и продвижению влиятельной практики.

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Получила: 16-09-2021

пересмотренный: 24-11-2021

Принятый: 03-12-2021

OnlineFirst: 01-02-2022

Дата публикации: 01-04-2022

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