Агентность преподавателей университета в контексте реализации принципов универсального дизайна для обучения
Аннотация
В условиях усиливающейся гетерогенности студенческого контингента особую актуальность приобретает изучение и описание агентности преподавателей, реализующих задачи инклюзии в университете. Применение деятельностной методологии позволило описать структуру агентности университетского преподавателя в инклюзивном образовании через мотивационные источники, инклюзивное целеполагание, инклюзивные средства и инструменты.
С целью оценить элементы структуры агентности в ходе реализации конкретной деятельности с применением принципов универсального дизайна для обучения проведен опрос, в котором участвовали 327 преподавателей Тюменского государственного университета. По результатам факторного и кластерного анализа опросных данных выделены три группы преподавателей: «коммуникаторы», «консерваторы» и «универсалисты». Они различаются по уровню проявления агентности и осведомленности о принципах универсального дизайна для обучения. Показано, что наиболее проактивная группа — «универсалисты» — характеризуется высоким уровнем осведомленности о принципах универсального дизайна для обучения, превосходит две другие группы по показателям медиа- и ИКТ-компетентности, а также активно применяет педагогические практики, обеспечивающие доступность и разнообразие образовательного процесса. Полученные результаты дополняют существующие подходы к изучению агентности преподавателей в инклюзивном высшем образовании.
Скачивания
Литература
Ahmad H., Shah S.R. (2022) Teacher Agency and Professional Development: A Study on Cambridge English Teacher Program in the Arabian Gulf. Cogent Education, vol. 9, no 1, Article no 2080352. https://doi.org/10.1080/2331186X.2022.2080352
Bandura A. (2006) Toward a Psychology of Human Agency. Perspectives on Psychological Science, vol. 1, no 2, pp. 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
Boronina L.N., Olkhovikova S.V. (2024) Inclusive Education Barriers in Higher School Education. Vestnik Tomskogo gosudarstvennogo universiteta. Filosofiya. Sotsiologiya. Politologiya / Tomsk State University Journal of Philosophy, Sociology and Political Science, no 81, pp. 165–174 (In Russian). https://doi.org/10.17223/1998863Х/81/15
Bray A., Devitt A., Banks J., Sanchez Fuentes S., Sandoval M., Riviou K. et al. (2024) What Next for Universal Design for Learning? A Systematic Literature Review of Technology in UDL Implementations at Second Level. British Journal of Educational Technology, vol. 55, no 1, pp. 113–138. https://doi.org/10.1111/bjet.13328
Burnaeva E.M. (2024) Prospects for the Development of Inclusive Higher Education in the Context of the Digital Transformation of Society. Education Management Review, vol. 14, no 12-2, pp. 75–82 (In Russian).
Chen H., Evans D., Luu B. (2023) Moving towards Inclusive Education: Secondary School Teacher Attitudes towards Universal Design for Learning in Australia. Australasian Journal of Special and Inclusive Education, vol. 47, no 1, pp. 1–13. https://doi.org/10.1017/jsi.2023.1
Cong-Lem N. (2024) Teacher Agency for Change and Development in Higher Education: A Scoping Literature Review. International Journal of Educational Reform. https://doi.org/10.1177/10567879231224744
Duncan J., Butler K., Leonard C., Foggett J., Page A., Roche L. (2025) Uncovering Challenges in Universal Design for Learning in Higher Education. Australasian Journal of Special and Inclusive Education. https://doi.org/10.1017/jsi.2025.10003
Evseeva A.M., Pozdeeva S.I. (2024) Educational Communication, Engagement and Agency as Pedagogical Phenomena. Pedagogical Review, iss. 1 (53), рр. 79–89 (In Russian). https://doi.org/10.23951/2307-6127-2024-1-79-89
Feng H., Liu X. (2024) The Impact of Teaching and Research Participation on the Professional Development Agency of University Teachers—Mediating Role of Self-Efficacy. New Explorations in Education and Teaching, vol. 2, no 3, pp. 72–75. http://dx.doi.org/10.18686/neet.v2i3.4167
Gallifa J., Sangrà A. (2024) The University in Transformation: Rationales, Challenges and Prospective Actions. European Journal of Education. vol. 60, no 1, Article no 12872. https://doi.org/10.1111/ejed.12872
Gasinets M.V., Kapuza A.V., Dobryakova M.S. (2022) Teachers’ Agency in Shaping the Educational Success of Schoolchildren: Roles and Beliefs. Voprosy obrazovaniya / Educational Studies Moscow, no 1, pp. 75–97 (In Russian). https://doi.org/10.17323/1814-9545-2022-1-75-97
Green C., Pappa S. (2021) EFL Teacher Education in Finland: Manifestations of Professional Agency in Teacher Educators’ Work. Scandinavian Journal of Educational Research, vol. 65, no 4, pp. 1–17. https://doi.org/10.1080/00313831.2020.1739128
Hinostroza-Paredes Y.H. (2020) University Teacher Educators’ Professional Agency: A Literature Review. Professions and Professionalism, vol. 10, no 2, pp. 35–44. https://doi.org/10.7577/pp.3544
Kuryan M.L., Voronina E.A. (2019) Students' and Faculty Interaction Outside the Classroom: Perception and Actual Experience. Science for Education Today, vol. 9, no 3, pp. 42–57. http://dx.doi.org/10.15293/2658-6762.1903.03
Leontiev A.N. (2005) Activity. Conscience. Personality. Moscow: Sense: Academy (In Russian).
Leontiev D.A. (2024) From the Phenomenon of Self-Sufficiency to the Mechanisms of Self-Determination. Voprosy obrazovaniya / Educational Studies Moscow, no 1, pp. 142–161 (In Russian). https://doi.org/10.17323/vo-2024-17626
Leontiev D.A., Alexandrova L.A., Lebedeva A.A. (2020) Personality Development and Psychological Support for Students with Disabilities in Inclusive Vocational Education. Moscow: Smysl (In Russian).
Li L., Ruppar A. (2020) Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review. Teacher Education and Special Education, vol. 44, no 1, pp. 42–59. https://doi.org/10.1177/0888406420926976
Miller E.R., Gkonou C. (2018) Language Teacher Agency, Emotion Labor and Emotional Rewards in Tertiary-Level English Language Programs. System, vol. 79, December, pp. 49–59. https://doi.org/10.1016/j.system.2018.03.002
Mironenko I.A. (2024) Psychological Research in the Multidisciplinary Discourse of Agency: Problems and Prospects. Voprosy obrazovaniya / Educational Studies Moscow, no 1, pp. 162–184 (In Russian). https://doi.org/10.17323/vo-2024-16476
Oliver M. (1983) Social Work and Disability: Old and New Directions. Social Work with Disabled People, Practical Social Work Series. London: Palgrave, pp. 6–32. https://doi.org/10.1007/978-1-349-86058-6_2
Oliver M. (1981) A New Model of the Social Work Role in Relation to Disability. The Handicapped Person: A New Perspective for Social Workers, London: RADAR, pp. 19–32.
Oolbekkink-Marchand H., Hadar L., Smith K., Helleve I., Ulvik M. (2017) Teachers' Perceived Professional Space and Their Agency. Teaching and Teacher Education, vol. 62, February, pp. 37–46. https://doi.org/10.1016/j.tate.2016.11.005
Rapp A.C., Corral-Granados A. (2021) Understanding Inclusive Education — A Theoretical Contribution from System Theory and the Constructionist Perspective. International Journal of Inclusive Education, vol. 28, no 4, pp. 423–439. https://doi.org/10.1080/13603116.2021.1946725
Restani (2021) Practitioner Research: Reflecting on Minoritised Student Agency in a Reform-Based Secondary Mathematics Classroom. Mathematics Teacher Education and Development, vol. 23, no 1, pp. 32–53.
Ruan X., Zheng X. (2019) The Rhetoric and the Reality: Exploring the Dynamics of Professional Agency in the Identity Commitment of a Chinese Female Teacher. Learning, Culture and Social Interaction, vol. 21, June, pp. 348–361. https://doi.org/10.1016/j.lcsi.2019.04.008
Seale J., Burgstahler S., Havel A. (2020) One Model to Rule Them All, One Model to Bind Them? A Critique of the Use of Accessibility-Related Models in Post-Secondary Education. Open Learning: The Journal of Open, Distance and e-Learning, vol. 37, no 1, pp. 6–29. https://doi.org/10.1080/02680513.2020.1727320
Seok S., DaCosta B., Hodges R. (2018) A Systematic Review of Empirically Based Universal Design for Learning: Implementation and Effectiveness of Universal Design in Education for Students with and without Disabilities at the Postsecondary Level. Open Journal of Social Sciences, vol. 6, May, pp. 171–189. https://doi.org/10.4236/jss.2018.65014
Sorokin P.S., Redko T.D. (2024) Contemporary Research on Agency in Education: A Systematization of Key Concepts and Developments. Voprosy obrazovaniya / Educational Studies Moscow, no 1, pp. 236–264 (In Russian). https://doi.org/10.17323/vo-2024-18131
Stentiford L., Koutsouris G. (2022) Critically Considering the ‘Inclusive Curriculum’ in Higher Education. British Journal of Sociology of Education, vol. 43, no 8, pp. 1250–1272, https://doi.org/10.1080/01425692.2022.2122937
Tao J., Gao X. (2017) Teacher Agency and Identity Commitment in Curricular Reform. Teaching and Teacher Education, vol. 63, April, pp. 346–355. https://doi.org/10.1016/j.tate.2017.01.010
Vanderstraeten R. (2020) How Does Education Function? European Educational Research Journal, vol. 20, no 6, pp. 729–739. https://doi.org/10.1177/1474904120948979
Volosnikova L.M., Fedina L.V. (2023) Inclusive Excellence: A New University Model in the 21st Century Based on Universal Design for Learning. Psychological Science and Education, vol. 28, no 6, pp. 24–32 (In Russian). https://doi.org/10.17759/pse.2023280602
Volosnikova L.M., Ignatjeva S.V., Fedina L.V., Bruk Zh.Yu. (2022) Teacher in an Inclusive Classroom: Relationship between Attitudes towards Inclusive Education and Job Satisfaction. Voprosy obrazovaniya / Educational Studies Moscow, no 2, pp. 60–87 (In Russian). https://doi.org/10.17323/1814-9545-2022-2-60-87
Vu T.N. (2018) The Integration of Reflection to Develop Teacher Agency in a Context of Current English Language and Current English Teaching at the Vietnamese Local Law Firm. Asian EFL Journal, vol. 14, no 7, pp. 90–112.
Xu Y., Harfitt G. (2019) Is Assessment for Learning Feasible in Large Classes? Challenges and Coping Strategies from Three Case Studies. Asia—Pacific Journal of Teacher Education, vol. 47, no 5, pp. 472–486. https://doi.org/10.1080/1359866X.2018.1555790
