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Чувашская Республика
г.Чебоксары
ул.Гражданская, д.75
56.125001
47.208966

Инклюзивные программы профессионального развития учителей

Proceeding
5th International research and practice conference «Scientific studies: from theory to practice». Volume 1
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Published in:
5th International research and practice conference «Scientific studies: from theory to practice». Volume 1
Authors:
Volkodav T.V. 1 , Nyrova A. O. 1
Work direction:
Педагогика
Rating:
Article accesses:
1756
Published in:
eLibrary.ru
1 FSFEI of HE "Kuban State University"
For citation:
Volkodav T. V., & Nyrova A. O. (2016). Инклюзивные программы профессионального развития учителей. Scientific studies: from theory to practice, 1(4 (10)), 126-129. Cheboksary: SCC "Interactive plus", LLC.

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Abstract

В данной статье рассматривается проблема включения учащихся в образовательное пространство. Изучается влияние профессионального развития учителей на культурно-ориентированную педагогику, в частности, на успеваемость учащихся на примере внедрения инклюзивных программ для учителей средних школ Новой Зеландии.

References

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  4. 4. Bishop R. Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand / R. Bishop, M. Berryman, J. Wearmout, M. Peter & S. Clapham // Teaching and Teacher Education, 2012. – 28, 694–705.
  5. 5. Castagno A.E. Culturally responsive schooling for Indigenous youth: A review of the literature / A.E. Castagno, & B.M. J. Brayboy // Review of Educational Research, 2008. – 78, 941–993.
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  7. 7. Penetito W. What’s Maori about Maori education? The struggle for a meaningful context. – Wellington, New Zealand: Victoria University Press, 2010.
  8. 8. Savage C. Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum // Asia-Pacific Journal of Teacher Education, 2011. – 39 (3), 183–198.
  9. 9. Shields C. Pathologizing practices: The impact of deficit thinking on education / C. Shields, R. Bishop, & A. Mazawi. – New York, NY: Peter Lang, 2005.

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