Abstract
Since any psychological and pedagogical correction involves the modification or creation of neural connections for a new model of thinking and behavior, such activities of the teacher is impossible without taking into account the data of neuropsychology and neuropedagogy. The purpose of the study is to develop and theoretically substantiate the method of formation of correctional and pedagogical competence of primary school teachers in the process of professional retraining on the basis of a neuropedagogical approach. The study involved 142 respondents - primary school teachers (70 testing group and 72 experimental group). For effective formation of correctional and pedagogical competence of teachers on the basis of neuropedagogy in the process of professional retraining used technologies of contextual learning A. Verbytsky (2006), which allowed to form a holistic structure of professional activity of teachers by optimal combination of reproductive and active methods and reproduction of neurosocial context of pedagogical activity. The number of teachers with a high level of formation of the cognitive component increased by 53.7%, motivational - 52%, reflective - 50.7%, operational - 49.2%. The necessity of applying contextual teaching technology has been proved, which allows creating an integrated structure of professional activity of primary school teachers by using the optimal combination of reproductive and active teaching methods and reproducing the neurosocial context of professional activity using the content potential of pedagogical disciplines for positive motivation for the implementation of inclusive education.
Highlights
Global trend in the field of social policy of the late XX century is characterized by the introduction of integration into special education and the fight against various manifestations of segregation
For effective formation of correctional and pedagogical competence of teachers in the process of professional retraining technologies of contextual learning were used by Verbytsky (2006), which allowed to form a holistic structure of professional activity of teachers by optimal combination of reproductive and active methods and reproduction of neurosocial context of pedagogical activity
The data obtained during the observational experiment indicate that the formation of correctional and pedagogical competence of primary school teachers, taking into account neuropedagogical patterns and achievements, has not yet been given due attention
Summary
Global trend in the field of social policy of the late XX century is characterized by the introduction of integration into special education and the fight against various manifestations of segregation. In the theory of correctional pedagogy, this was embodied in the development of conceptual provisions that contribute to the creation of conditions for equality in the development of children with special needs of psychophysical development of different levels of educational standard. The concept of "school for all" was introduced in the Salamanca Declaration, adopted in 1994 by 92 countries, including Ukraine. This document identifies the priority of educational policy as the need to create an approach that maximally provides conditions for the education of children in institutions with inclusive education. Teachers of ordinary secondary schools often lack the necessary knowledge of neuroscience, nor sufficient neuropedagogical tools, which makes research to improve neuropedagogical competencies relevant
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