The development of inclusive competencies of the future specialist in physical culture and sports in the pedagogical process of the university

Assem Brimkulova; Medina  Nurmukhambetova; Maxat  Irgebaev; Galymzhan  Kopzhanov; Dinara  Zhunisbek

doi:10.47197/retos.v53.100534

Autores/as

Assem Brimkulova Kazakh Academy of Sports and Tourism
Medina Nurmukhambetova Kazakh Academy of Sports and Tourism
Maxat Irgebaev Kazakh Academy of Sports and Tourism
Galymzhan Kopzhanov Kazakh Academy of Sports and Tourism
Dinara Zhunisbek Kazakh Academy of Sports and Tourism

DOI:

https://doi.org/10.47197/retos.v53.100534

Palabras clave:

work with children with special needs, development of involvement of discriminated minorities in the community, professional development of a teacher

Resumen

La relevancia de la investigación está condicionada a la necesidad de un estudio detallado de la teoría y la práctica del desarrollo de competencias inclusivas en la formación profesional de los docentes de escuela. En este sentido, este trabajo tiene como objetivo identificar las principales etapas del desarrollo de competencias inclusivas entre los docentes, elaborar recomendaciones metodológicas destinadas a facilitar el proceso de desarrollo de competencias inclusivas entre los docentes, determinar las etapas de implementación de la tecnología para el desarrollo de competencias inclusivas para la formación de maestros de escuela, describir aspectos teóricos y prácticos en el desarrollo e implementación de competencias, así como describir las prioridades del uso de enfoques inclusivos en el trabajo con niños. La principal metodología de investigación de este trabajo es un análisis integral, cuyo propósito es estudiar las características teóricas y prácticas del desarrollo de competencias inclusivas entre los docentes en el contexto de una estructura compleja de la educación pedagógica superior y el sistema educativo escolar. Además, los siguientes métodos de investigación fueron involucrados en la redacción de este artículo: razonamiento lógico, comparativo, síntesis y deducción, clasificación. El artículo detalla los hallazgos del análisis, señala las fases clave en la evolución de competencias inclusivas en docentes, ofrece consejos metodológicos para mejorar este desarrollo, establece las fases de aplicación de tecnologías en la formación de competencias inclusivas para educadores, aborda aspectos teóricos y prácticos de dichas competencias, y subraya la importancia de enfoques inclusivos al trabajar con niños. Los materiales del documento son de valor práctico para maestros y estudiantes de universidades pedagógicas, maestros y otros empleados de escuelas secundarias y escuelas para niños con necesidades especiales.

Palabras clave: competencias inclusivas; especialista; cultura física; deportes; proceso pedagógico; universidad.

Abstract. The relevance of the research is conditioned by the need for a detailed study of the theory and practice of the development of inclusive competencies in the professional training of school teachers. In this sense, this work aims to identify the main stages of the development of inclusive competencies among teachers, develop methodological recommendations aimed at facilitating the process of developing inclusive competencies among teachers, determine the stages of implementation of the technology for the development of inclusive competencies for the training of school teachers, describe theoretical and practical aspects in the development and implementation of competencies, as well as describe the priorities of using inclusive approaches in working with children. The main research methodology of this work is a comprehensive analysis, the purpose of which is to study the theoretical and practical characteristics of the development of inclusive competencies among teachers in the context of a complex structure of higher pedagogical education and the school educational system. Furthermore, the following research methods were involved in writing this article: logical reasoning, comparative, synthesis and deduction, classification. The article details the findings of the analysis, points out the key phases in the evolution of inclusive competencies in teachers, offers methodological advice to improve this development, establishes the phases of application of technologies in the formation of inclusive competencies for educators, addresses theoretical and practical aspects of these competencies, and highlights the importance of inclusive approaches when working with children. The materials of the document are of practical value for teachers and students of pedagogical universities, teachers and other employees of secondary schools and schools for children with special needs.

Keywords: inclusive competencies; specialist; physical Culture; sports; pedagogical process; university.

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