THE ROLE OF THE TEACHER'S PSYCHOLOGICAL-PEDAGOGICAL COMPETENCE IN INCLUSIVE EDUCATION SYSTEM

Abstract

In this article the author proves the importance of the development of teachers’ psychological and pedagogical competence for the successful implementation of professional tasks in the system of inclusive education. The possibilities of formation and didactic conditions of strengthening the functioning of all components that act as criteria for the development of psychological and pedagogical competence in the process of lectures, seminars, practices are revealed. To determine the general level of formation of psychological and pedagogical competence of teachers, a search and a strict selection of self-diagnosis procedures were carried out. The program of teachers’ psychological-pedagogical competence improvement is also presented. It organically integrates the theoretical, practical and training blocks. The program "Pedagogy, psychology of inclusive education" includes six modules. It is implemented at the forming stage in the process of teachers’ corporate advanced training. According to the results of the study, the author concludes that it is necessary to improve the quality of theoretical and practical training of teachers for inclusive education, based on the specifics of this process; as well as on strengthening quasi-professional activities of teachers within the training programs. The active realization of the needs of teachers in self-development, contributing to the building of an objective and a holistic vision of the essence of inclusive education and its implementation into practice are also important.