Abstract
The article deals with the problem of interaction between teachers and inclusive educational environment and the impact of this environment on their professional and personal development. The authors present the barriers and challenges of working with disabled children in an „inclusive school” of general primary education; the search for psychological and pedagogical support for the teacher and technologies for effective inclusive education. The article presents an empirical study of the situation of inclusive teaching practices development and teachers’ demands. The authors point to the link between teacher satisfaction and teacher communication in professional settings, making it a key resource for teaching children with disabilities in an inclusive education environment. The authors believe that resilience and satisfaction of teachers is the basis for developing technologies and methods to support educators in overcoming emerging challenges in professional teaching practice. The results of this support form the basis for the further development of technologies and scientific and practical recommendations for teachers.
Highlights
Ключевые слова: инклюзивное образование, трудности в профессиональной деятельности, личностные ресурсы для преодоления трудностей, удовлетворенность работой, жизнестойкость
The article deals with the problem of interaction between teachers and inclusive educational environment and the impact of this environment on their professional
The article presents an empirical study of the situation of inclusive teaching practices development and teachers’ demands
Summary
Ключевые слова: инклюзивное образование, трудности в профессиональной деятельности, личностные ресурсы для преодоления трудностей, удовлетворенность работой, жизнестойкость. The authors believe that resilience and satisfaction of teachers is the basis for developing technologies and methods to support educators in overcoming emerging challenges in professional teaching practice. В это время приоритетной становится педагогическая жизнестойкость учителя инклюзивной школы как полифункциональная деятельность, в которой интегрированы интеллектуальные, ценностные и информационные условия, способные направлять личностное развитие учителя. Жизнестойкость – это процесс формирования эмоционального интеллекта педагогов и обучающихся как фактора их взаимодействия и создания новых технологий педагогической деятельности.
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