UDC 376: 159.922.7
DOI: https://doi.org/10.59694/ped_sciences.2024.10.168
PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF THE INCLUSIVE COMPETENCE OF A PRIMARY SCHOOL TEACHER AND TEACHER’S ASSISTANT IN THE PROCESS OF CONTINUOUS EDUCATION
PROVALNA Neonila Olehivna
methodologist
of the resource center for support of inclusive education,
senior lecturer of the department of pedagogy and
psychology of the Volyn Institute of Postgraduate
Pedagogical Education.
ORCID іD: https://orcid.org/0000-0003-0983-3415
Abstract:
The study is devoted to the analysis of the development of inclusive competence of pedagogical workers (teachers, teacher assistants) of primary school as a complex of personal and professional characteristics that form psychological, theoretical and practical readiness for inclusive education.
Taking into account the results of a pilot study aimed at identifying the needs of teachers regarding their professional training in the field of inclusive education, the psychological and pedagogical conditions for the development of inclusive competence of primary school teachers in the process of postgraduate education and the ways of their implementation were analyzed.
First of all, this is the stimulation of the motivation of elementary school teachers for professional activities through involvement in a motivating professional environment; updating the content of educational programs of advanced training courses taking into account the latest provisions of inclusive education, as well as a combination of traditional and innovative forms and methods of education with a focus on practical application of knowledge; development of emotional and social intelligence of primary school teachers and stimulation of reflexive and volitional mechanisms of pedagogical communication.
Keywords: inclusive competence, psychological and pedagogical conditions for the development of inclusive competence, inclusive education, teaching staff, primary school, questionnaires, continuous education.
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