Професійна підготовка асистента вчителя до роботи в умовах інклюзивної освіти

Abstract

The article is devoted to the problem of professional training of future teacher assistants to work in an inclusive education. We have established the role of the professional activity of a teacher's assistant in the conditions of inclusive education. An analysis of scientific views on determining the phenomenon of readiness of a teacher's assistant for professional activities, and the impact of an inclusive educational environment on the learning process of children with special educational needs. It was found that the formation of readiness for professional activity is evidenced by the following signs: a positive attitude to teaching; professional and pedagogical orientation of the individual; availability of psychological and pedagogical abilities; system of psychological and pedagogical knowledge, skills and abilities; moral personality traits; independence and creativity in solving professional problems. In the article we noted that the future teacher, who carries out his own professional activity in an inclusive education, plays an important role, because he must not only carry out a high level of educational process, form a child with special educational needs a set of necessary competencies, but also provide assistance in social adaptation, establishing contacts with the outside world, people around. The essence of the concept and the structure of the teacher's assistant's readiness for professional activity in the conditions of inclusive education are determined. It is noted that the professional training of the future assistant teacher of work with children with special needs is an extremely important issue in today's conditions. The essence of the concept and the structure of teachers' readiness for professional activity in the conditions of inclusion are determined. It is proved that the combination of professional pedagogical socio-civic, general cultural, language-communicative, psychological-facilitative, entrepreneurial and information-digital competence allows to carry out high-level pedagogical activity in the field of inclusive education and self-awareness in the profession.