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DOI 10.14526/01_2017_191
MOTIVATIONAL-AXIOLOGICAL COMPONENT OF PHYSICAL CULTURE TEACHER'S INCLUSIVE COMPETENCE
Anastasiya V. Krylova - candidate of psychological sciences Sterlitamak Institute of Physical Culture (branch) of Ural State University of Physical Culture, St. Kochetova 26 b, Sterlitamak, Bashkortostan, 453104, Russia Vladimir M. Krylov - candidate of pedagogics, associate professor
Sterlitamak branch of Bashkir State University, St. Prospekt Lenina 49, Sterlitamak, Bashkortostan, 453103, Russia
E-mail: Sifk nayka@mail.ru
Annotation. The process of the inclusion principles introduction into education demands the conditions of inclusive environment creation. This objective realization is possible only if teachers have inclusive competencies. However, educational process at high school is not ready to provide the demanded level of inclusive competence. This contradiction is obvious in the sphere of physical culture and sport. Physical culture teachers are oriented at the work with children, who have normative or higher psychophysical conditions and it contradicts the principles of inclusion. Materials. The system ofphysical culture teachers' professional training improvement by means of integration into its context inclusive competencies will be possible only in case of the inclusive competence structure specification. The structure of physical culture teacher's inclusive competence is specified in this article and its motivational-axiological component is empirically substantiated. Research methods: theoretical methods; testing (methodology "Paired comparisons" by V.V. Skvortsov, I.D. Ladanov, conceptual-life orientations test by D.A. Leontev, "Axiological profile of a personality" methodology by S. Shvarts). Results. The main model of inclusive competence includes content and functional competencies. Content competencies are not specified. They include motivational, cognitive and reflexive competencies, which according to categorial belonging can't be in one group. The author offers to divide content component into two groups of competencies: motivational-axiological and cognitive, reflexion should be eliminated and included into the mechanisms of inclusive competence formation. Conclusion. Empirical study helped to define motivational-axiological components of physical culture teacher's inclusive competence: social need domination; conceptual-life orientation to the results of the realized activity; socially oriented values "Achievements", "Universalism", "Conformity". Keywords: teachers, values, needs, disabled children, professional trining, inclusive competence.
Urgency. The process of the inclusion principles introduction into education at all its levels demands the conditions of adaptive (inclusive) environment creation. Taking into consideration that these conditions are conditioned by the activity of the education subjects, this objective realization is possible only if teachers have inclusive competencies. However, as the analysis of the main competencies formed among the future teachers during professional training shows, educational process of high school is not ready to provide the demanded level of
inclusive competence. This contradiction is obvious in the sphere of physical culture and sport. Physical culture teachers are oriented at the work with children, who have normative or higher psychophysical conditions and it contradicts the principles of inclusion.
In this connection, the necessity appears to improve the system of the future teachers professional training, in particular physical culture teachers, by means of inclusive competencies introduction into its context.
However, the structure of inclusive competence among teachers is not specified
and has generalized character. The problem of physical culture teachers, inclusive competence is not studied. That is why we organized the experimental research.
Aim - to specify the structure of physical culture teacher's inclusive competence and substantiate its motivational-axiological component empirically.
Objectives:
1. To analyze the essence of inclusive competence and determine its role in the system of physical culture teachers professional training.
2. To specify the structure of a teacher's inclusive competence.
3. To substantiate empirically the structure of physical culture teacher's inclusive competence content component.
Research methods. Theoretical methods: scientific literature analysis and summarizing, hypothetico-deductive method; empirical methods: testing (the degree diagnostics of the main person's needs satisfaction (methodology "Paired comparisons" by V.V. Skvortsov, I.D. Ladanov), conceptual-life orientations test by D.A. Leontev, "Axiological profile of a personality" methodology by S. Shvarts).
Genesis of the considered problem analysis shows that till the middle of the 90-s education of disabled children was realized separately at boarding schools. Then there was the tendency of their integration and inclusion into environment providing general education, which is seen in the approach "school for everybody", presented in Salamanca declaration, adopted in 1994 by 92 countries, including Russia. This document determines as the main objective of educational policy inclusive education creation, the key category of which was "integration" (L.I. Aksenova, 2001; I.M. Bgazhnokova, 2006; N.S. Groznaya, 2006; L.M. Shipitsina, 2004 and others). In recent years the views concerning the essence and conditions of inclusive education organization changed greatly and it is seen in transfer from "integration", which means adaptation of a child to the demands of a system to "inclusion", which means adaptation of the
system to a child's needs (D. Agnes, T. But, M. King-Sirs, T. Mittler, D. Rosa and others).
In Russia the ideas of inclusive education development began not so long ago. At a federal level this objective is set and its realization is offered on the basis of two programs: "accessible environment for the period 2016-2020", "Physical culture and sport development in the Russian Federation for the period 2016-2020". The first program provides environment adaptation, including educational one, to a disabled child's abilities, gradual transformation of a mass education into the principles of inclusive education, the main idea of which is individuality acceptance of each pupil and his needs satisfaction; the second program provides Paralympic sport development.
However, these programs realization meets some problems, which are conditioned by the contradictions between the demands of the government concerning the subjects of educational process, which are able to create the conditions of adaptive (inclusive) environment, and unwillingness of high school educational process to realize corresponding specialists training.
It clearly determines the need for special and additional training of all teachers in order to realize inclusive competence in the work with this category of people.
Nowadays scientific works offer and describe the notion "inclusive competence" (I.N. Khafizullina, 2008; I.A. Romanovskaya, 2013; O. S. Borodina, 2014; D. S. Barsukova, 2015). In particular, this category is determined as an integral personal education, which conditions the ability to realize professional functions during inclusive education, taking into account different educational needs of students and providing a disabled child's inclusion into the atmosphere of establishment providing general education and the conditions for his development and self-development creation (I.N. Khafizullina, 2008).
The main model of inclusive competence, offered by I.N. Khafizullina, includes two groups of competencies: content and functional (operational). Functional
competencies and the levels of their formation are clearly determined (diagnostic, prognostic, constructive, organizational, communicative, technological, correctional and research competencies) and also diagnostic complex of their estimation is created, but content component is not developed.
First, its structure includes motivational, cognitive and reflexive competencies, which according to categorial belonging can't be in one group. It is reasonable to divide a content component into 2 groups of competencies: motivational-axiological and cognitive. Reflexion should be eliminated and included into the mechanisms of inclusive competence formation together with interiorization and exteriorization. Secondly, the elements of this component are not specified and that is why it is impossible to estimate the degree of its formation.
Taking this into consideration, in order to reveal the main structural units of motivational-axiological component of inclusive competence we carried out experimental research work.
In addition it should be noted that the aim of the research is the following: to specify the structure of physical culture teacher's inclusive competence.
Theoretical-methodological base of the research form personality-activity oriented (B.G. Ananev, L.I. Bozhovich, A.V. Brushlinskiy, A.N. Leontev, S.L. Rubinshteyn and others) and competence based (V.A. Bolotov, V.N. Vvedenskiy, I.A. Zimnyaya, A.A. Pinskiy, J. Raven, V.V. Serikov, I.D.
B.D. Elkonin and others) approaches; research works about the problems of context (N.A. Bakshaeva, A.A. Verbitskiy, T.D. Dubovitskaya, N.V. Zhukova, V.G. Kalashnikov, O.G. Larionova, D.A. Leontev,
0.1. Shcherbakova and others). The methodological principles of the research were the following: the principle of cognition and activity unity, the principle of a personality's intensive activity, the principle of development, the principle of determinism, the principle of reflexive and humanistic orientation, the principle of a dialogue character.
The sample group formed physical culture teachers from comprehensive schools of Sterlitamak and Salavat - 62 people and physical culture teachers, who work with disabled children - 57 people.
Research results. The respondents' needs analysis with the help of "Paired comparisons" methodology (V.V. Skvortsov,
1.D. Ladanov) showed, that among 52% of teachers, who work with normatively developing children, dominates the need for recognition, among 26% of teachers dominate material needs, among 14% of teachers dominate social needs, 4% each - need for self-actualization and need for safety. In the group of teachers, who work with another category of children, we see the following results: 44% of respondents as the dominant one choose social need, 23% - need for recognition, 20% - need for self-actualization, 8% - material needs, 5% - need for safety. Table 1 presents the results.
Frumin, A.V. Khutorskoy, M.A. Choshanov,
Table 1 - manifestation rate of the main needs among teachers, who work with normatively
developing children and disabled chilc ren (ranks)
Group of needs Teachers, who work with disabled children (% from all sampling) Teachers, who work at a comprehensive school ((% from all sampling)
Material needs 8% 26%
Need for safety 5% 4%
Social needs 44% 14%
Needs for recognition 23% 52%
Need for self-actualization 20% 4%
Thus, the held analysis shows that the character of needs sphere among teachers
with different level of inclusive competence is different, we can suppose, that the
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determinant of pedagogical activity in inclusive educational environment is a social need.
In order to reveal the character of axiological orientations in the studied samplings we held a research with the help of conceptual-life orientations test (D.A. Leontev) and "Axiological profile of a personality" methodology (S. Shvarts). The following results were received.
In both groups dominating orientation is "Aim in life", the second place is given to "Effectiveness of life", the third place is given to "Process of life". However, if the ranks were the same, the indices had considerable differences: the index "Aim in life" in the
Table 2 - The results of conceptual-life from special and comprehensive schools (D.A.
group of teachers, who work with disabled children, is higher, but at the same time, they show lower level index (p<0,05) of "Process of life" scale. In the character of locus control the results are the same (table 2). Hence, we can say that as a motivational-axiological component of physical culture teacher's inclusive competence can be the dominating conceptual-life orientation "Aim in life", which characterizes the orientation to the result of the realized activity in case of the process decreased importance itself. It should be taken into consideration that the process in such kind of orientation is valuable as the instrument of the set aim achievement.
orientations study among physical culture teachers Leontev methodology) (points)
Scale Mean value Validity of differences (Mann Whitney U-test)
Teachers from special schools Teachers from comprehensive schools
Aims in life 41,2±2,8 37,4±2,8 p<0,05
Process of life 22,6±3,3 30,1±3,4 p<0,05
Effectiveness of life 30,5±4,1 32,2±3,7 p>0,05
Locus of control- Self 27,3±3,0 25,6±3,2 p>0,05
Locus of control - life 34,6±4,1 35,2±3,4 p>0,05
Respondents' axiological orientations analysis with the help of "Axiological profile of a personality" methodology (S. Shvarts) showed the following results (table 3).
Table 3 - Results of axiological orientations study among physical culture teachers from special and comprehensive schools (S. Shvarts methodology) (ranks)
Type of value Dominating value Profile of a personality
Teachers from Teacher from Teachers from Teacher from
special comprehensive special comprehensive
schools schools schools schools
Conformity 10 9 3 5
Traditions 7 5 8 10
Kindness 1 7 5 9
Universalism 2 2 2 4
Independence 5 6 4 1
Stimulation 9 8 10 7
Hedonism 8 10 9 8
Achievements 3 1 1 2
Power 6 4 6 3
Safety 4 3 7 6
Dominating normative ideals in the group of teachers, who work with disabled children, are the following: "Kindness" it proves the value of taking care of other people; "Universalism", which proves normative value of tolerance and well-being of other people provision; "Achievements" -value of personal success in accordance with the criteria of social standard. However, personal profile in this group differs from normative ideals. Here the dominating values are the following: "Achievements", "Universalism" and "Conformity". Irrespective of this difference, in the character of axiological orientations there is a clear orientation to social standards and the importance of social recognition.
In the group of teachers, who work with normatively developing children, there is another tendency. Here we see that the normative ideals are the following: "Achievements", "Universalism", and "Conformity", which correspond with personal profile of the preceding group. The character of personal profile is determined by dominance of the following values: "Independence", "Achievements", "Power", it means that the distinctive feature is the character of orientation. In the first case it is social orientation, in the second case it is personal orientation.
Conclusion. The main model of inclusive competence includes two groups of competencies: content and functional competencies. In the structure of content component the competencies are defined, which according to categorial belonging can't
Submitted: 10.02.2017 Received: 13.02.2017
be in one group. We offer to divide content component into two groups of competencies: motivational-axiological and cognitive, reflexion should be eliminated and included into the mechanisms of inclusive competence formation. During empirical study we stated that motivational-axiological components of physical culture teacher's inclusive competence can be the following: social need domination as the determinant of activity; personal orientation to the results of the realized activity; orientation in case of the results achievement of social standards.
References
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3. Kuznetsova Z.M., Aypova V.K. Educational services branding in physical culture and sport institute: modern approaches. Pedagogiko-psikhologicheskie i mediko-biologicheskie problemy fizicheskoi kul'tury i sporta, 2014, vol.9, no. 1, pp. 2024. Available at: http://journal-science.org/ru/article/4.html. DOI: 10.14526/13 2014 13.
Anastasiya V. Krylova - candidate of psychological sciences Sterlitamak Institute of Physical Culture (branch) of Ural State University of Physical Culture, St. Kochetova 26 b, Sterlitamak, Bashkortostan, 453104, Russia, E-mail: Sifk_nayka@,mail.ru
Vladimir M. Krylov - candidate ofpedagogics, associate professor Sterlitamak branch of Bashkir State University, St. Prospekt Lenina 49, Sterlitamak, Bashkortostan, 453103, Russia, E-mail: Sifk_nayka@mail.ru
For citations: Krylova A.V., Krylov V.M. Motivational-axiological component of physical culture teacher's inclusive competence, The Russian journal ofphysical education and sport (pedagogical-psychological and medico-biological problems of physical culture and sports), 2017, Vol. 12, No. 1, pp. 91-95. DOI 10.14526/01_2017_191
