MODELING OF CREATIVE SELF-DEVELOPMENT OF TEACHERS OF ADDITIONAL EDUCATION IN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

The relevance of the research lies in the need for scientific search for effective tools to implement additional inclusive education in modern practice and the demand of educational institutions for teachers who are ready for professional self-development, capable of creating conditions for the creative self-expression of students, including those with disabilities. The article deals with the problem of forming the readiness for creative self-development of a supplementary education teacher in an inclusive educational environment. The aim of the research is to develop and theoretically substantiate the author's model of readiness formation for creative self-development of a supplementary education teacher working with «special» children. Theoretical and methodological basis of the research was based on the works of domestic and foreign scientists P.K. Engelmeyer, K. Rogers, B. Ananyev, N. Sergeyev, V. Andreev who consider the creative self-development of a teacher as an ability to build and implement a trajectory of professional self-actualization, manage their time, find non-standard ways of solving problems, perform pedagogical reflection, as well as build an individual learning and self-development route of a child. The result of the study was the development of a model that contains targeted, methodological, meaningful, diagnostic and effective components and is based on the principles of humanization, systematics, individualization and creative activity. The pilot-experimental base of the study is the municipal budgetary institution of additional education «Center for Additional Education of Children «Zarechye «Kirovsky District» of Kazan, where three adapted additional general education programs for children with disabilities are implemented.