Formation Of Value-Sense Guidelines Of Future Teachers In Inclusive Education

Abstract

The article is devoted to the problem of the formationof future teachers’ value-sense guidelines for work with students with disabilities in inclusive education. In the process of training, the basic clusters of value-sense guidelines are “Man as a value in itself” and “Pedagogical culture”. A teacher as a subject of multifaceted professional activity should have versatile competencies, combine knowledge of various human sciences, and most importantly, for effective social support of people who need social protection and assistance, teachers should rely on personality-oriented and axiological approaches in their activities, which determines their professional position as social assistance. At present, there is a need for an interdisciplinary synthesis of knowledge about a human as a pedagogical goal, since transformations in all spheres of the life of Russian society require a bachelor's training system that can provide assistance and support to students with disabilities. The competent performance of the socio-pedagogical function plays an important role in teachers’ professional activities, where their main characteristics are value knowledge, value relationships and value actions. Hence, the value aspect involving the formation of value-sense guidelines becomes a significant factor in the vocational training of the future teacher as a bearer and translator of professional and personality-significant qualities.