E-ISSN 2651-2629
Fostering Psychological Readiness in Student Educators for Working in Inclusive Groups at the Preschool Institutions [ALRJournal]
ALRJournal. 2020; 4(9): 215-223 | DOI: 10.14744/alrj.2020.72623

Fostering Psychological Readiness in Student Educators for Working in Inclusive Groups at the Preschool Institutions

Larysa V. Zdanevych1, Alla I. Chagovets2, Iryna V. Aprielieva2, Liudmyla M. Prytuliak2, Milena I. Yaroslavtseva2
1Khmelnytskyi Humanitarian-Pedagogical Academy
2Kharkiv Humanitarian Pedagogical Academy

The purpose of the study was how the volunteer internship programme fosters psychological readiness in graduate student educators for working in inclusive groups at the preschool institutions. The study relies on quantitative methods to measure the dependent variables in the sampled group of participants before (pre-test) and after (post-test) a treatment. The qualitative method such as the focus-group semi-structured interview was used to validate the data yielded from the above measurements. The studentsí efficacy in inclusive practices and resilience were the variables for the study. The volunteer internship programme for the student preschool teachers was effective and brought both tangible and intangible benefits to the students. Due to participation in the programme, the students boosted their professional competence, personal strength, and social efficacy with their colleagues and peers. The study contributed to the existing research in terms of the integrated use of influences on the students' psychological readiness. The psychological readiness to work with the inclusive children was regarded as the element of student teachersí self-efficacy which was supposed to be trained using certain educational strategies. It also added to the research on the ways of training (teacher) studentsí resilience and best practices of teacher support and using internships to make the student teachers familiar with the repertoire of inclusive teaching and adapt them to the inclusive environment.Training the student educators to be ready to work in inclusive groups at the preschool institutions complies with the Action Plan (2019-2025) developed to implement Montenegro Inclusive Education Strategy for 2019-2025 [1] seen as a follow-up document to the UNESCO Salamanca Statement [2] outlining principles, policies, and practice in special needs education. In this regard, a lack of psychological readiness in educators seems to be the greatest issue when implementing the strategy.

Keywords: Preschool higher education, Graduate student educators, Psychological readiness, Inclusive groups, Preschool institutions.

Larysa V. Zdanevych, Alla I. Chagovets, Iryna V. Aprielieva, Liudmyla M. Prytuliak, Milena I. Yaroslavtseva. Fostering Psychological Readiness in Student Educators for Working in Inclusive Groups at the Preschool Institutions. ALRJournal. 2020; 4(9): 215-223

Corresponding Author: Larysa V. Zdanevych, Ukraine
Manuscript Language: English
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