ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ ІНКЛЮЗИВНОГО КЛАСУ ПОЧАТКОВОЇ ШКОЛИ

Abstract

The article clearly examines the essence of the notion “competence”. It determines that the understanding of a conceptual essence of inclusive education is very important in professional activity of teachers. The contest of professional competence of a primary school teacher in an inclusive classroom and its components – subjective-technological, psycho-pedagogical, and general cultural are revealed in the article. The authors discover the components of professional competence of a primary school teacher in an inclusive classroom: subjective-technological, psycho-pedagogical, and general cultural one. The components of professional competence of a primary school teacher in an inclusive classroom such as informative, communicative, productive, moral-psychological, and subjective-operating ones are traced in the article on the basis of the analysis of scientists’ works. The authors clarify that the teacher who has a sufficient level of professional competence is able to organize effective pedagogical activity which is based on the totality of knowledge, skills, and comprehended understanding of their role in society, continual self-improvement and self-development of a person. The teacher who has a sufficient level of professional competence provides an optimal version of organizing the educational process with the aim to form a harmoniously developed personality of a child. The results of investigating the state of readiness and attitude of teachers of general education institutions towards the introduction of inclusion are examined in the article. The main characteristics of the effective activity of teachers of an inclusive classroom are determined according to the interpretation of the data of the poll. They demonstrate the peculiarities of their professional competence. The analysis of the poll’s results of the chosen group of respondents gives an ability to formulate a lot of conclusions, particularly the fact that in the contemporary conditions of organizing the educational process a humanism component of teacher’s competence takes the first place. The article clarifies on the basis of analyzing the observation that the practical activity of a primary school teacher in an inclusive classroom is centered to a great extent in the plane of forming the conditions for the individualization of the educational process of students with special educational needs. Key words: inclusive education, professional competence of a primary school teacher, components of professional competence, students with special educational needs.