DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS

TitleDEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS
Publication TypeJournal Article
Year of Publication2017
AuthorsValentin Cosmin Blândul, Bradea, A
JournalProblems of Education in the 21st Century
Volume75
Issue4
Start Page335-344
PaginationContinuous
Date PublishedAugust/2017
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersE-ISSN 2538-7111
Keywordsdidactic competences, people with disabilities, special / inclusive education
Abstract

In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher's theoretical knowledge), psycho-pedagogical (they concern the teacher's ability to know their students and to establish interhuman relationships with them) and methodical (concerns the teacher's ability to teach effectively the elements of the didactic content). Due to the particularities of special / inclusive education, teachers involved in this form of education should possess mainly psycho-pedagogical and methodical competences so that they can meet successfully the educational needs of students with disabilities. The aim of the research was to identify the psycho-pedagogical and methodical competences of special / inclusive education teachers, as well as ways to improve them using continued professional training activities. The sample consisted of 225 teachers, who work in various forms of special education in Bihor County, Romania. The instrument consisted of a questionnaire with 21 items. The research was conducted in April 2017. The results of the research showed that special education teachers are more empathetic and use a more diversified range of didactic strategies, while inclusive education teachers are concerned with continued professional training in the field of special education.

URLhttp://oaji.net/articles/2017/457-1503750561.pdf
Refereed DesignationRefereed
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