Сторітеллінг (Storytelling) у підготовці майбутніх учителів інклюзивних класів

Abstract

У статті проаналізовано сторітеллінг як один із методів підготовки майбутніх учителів до роботи в умовах інклюзивного класу. Зафіксовано, які прояви психологічного опру студентів вдалося подолати під час застосування сторітеллінгу; визначено основні функції, які він виконує у навчальному процесі; запропоновано нові принципи, які доцільно реалізовувати під його застосування; розроблено алгоритм укладання історії; надано рекомендації та вимоги до оповідача; перераховано види історій та відмічено їх джерела з інклюзивної освіти та педагогіки; з’ясовано основні елементи історії.

Storytelling is a new concept in Ukrainian pedagogy. However, this method of submitting information has positively proven itself during future teachers training to work under the conditions of inclusive classes. In particular, storytelling was used while teaching such disciplines as “Basics of inclusive education” and “Inclusive pedagogy” at the Faculty of Pedagogy and Psychology of the Ternopil Volodymyr Hnatiuk National Pedagogical University during 2013-2017. Therefore, the author of the article presented all results and achievements in accordance with the given experience. The impetus for the implementation of a new method into the educational process was the analysis of the reasons for the resistance of students to the study of new subjects related to inclusion. The article defines the basic functions that storytelling performs in the educational process: value, motivational, communicative, unifying, cognitive, informational and diagnostic. New principles that should be implemented during storytelling are suggested: emotionality, activity, duality, persuasiveness, drama, detail, expressiveness, informationality, conciseness and content, expediency, presentability. Moreover, the article deals with the structure of history, which should consist of a character, intrigue and plot. Particular attention is paid to choosing a character. In stories with inclusion, a character may become either a separate person, or her/his family, organization, or society. Family, cultural social, friendly, personal, mystical stories, myths and legends that took place during the preparation of future teachers are listed among the main types of a story. Sources for stories concerning people with disabilities, students with special needs became: personal stories of a teacher and students; stories from the lives of third parties (friends, acquaintances, colleagues, neighbours, relatives); movies, news and socially significant events; experience of charitable organizations, public organizations and associations working with people with disabilities; organizations’ websites, groups and pages in social networks, as well as personal accounts, blogs. The author suggests adhering to a clear algorithm for developing stories for a student audience: preparatory stage (definition of educational goals and objectives of a specific topic of the lesson; audience analysis; definition of character and plot line), constructive stage (writing a narrative, filling content, adding scientific content), effective stage (checking and correcting of a story). In addition, the article gives recommendations to storytellers and requirements to them.