ОРГАНІЗАЦІЙНО-МЕТОДИЧНІ ЗАСАДИ ПІДГОТОВКИ ВЧИТЕЛІВ В УМОВАХ ІНКЛЮЗИВНОЇ ШКОЛИ У ФРАНЦІЇ

Abstract

The article is devoted to the research of organizational-and-methodological fundamentals of training the pedagogical staff to work in the conditions of inclusive educational environment in France. The peculiarities of training the first and second grade teachers for the introduction of inclusive forms of teaching in the educational practice of France have been highlighted. In particular, the emphasis has been placed on the formation of professional qualities of teachers, their skills and competences, which contribute to the effective implementation of the process of education and upbringing of children with special educational needs.Attention has been drawn to modernization of the training of pedagogical staff providing inclusive education in France. The problems of formation of the teachers’ professionalism in the field of inclusive education have been outlined. They are connected with the high level of requirements for the teachers’ organizational-and-pedagogical activity, the ability to work in a team and possess the necessary legal basis. In the article it has been emphasized that an important means of providing the quality educational services in the inclusive education system should be the outstripping modification of the content of training of inclusive education staff, based on continuous learning and self-improvement. It involves the need for constant improvement of curricula, teaching methods, advanced training courses, etc. In the French education system, the advanced training of the teaching staff is provided through lectures, practical classes, consultations with various specialists, and through the use of specialized professional online platforms.