PERSONAL AND PROFESSIONAL CHARACTERISTICS OF AN INCLUSIVE EDUCATION TEACHER FROM COMPETENCY-BASED APPROACH POSITION

Abstract

The relevance of the theoretical study presented in the article is due to the need for scientific support for the training of teachers for activities in the context of inclusive education. The competency-based approach is the theoretical basis for the development of teacher’s professional activity model that meets the requirements of taking into account the specifics of educational needs of students from different groups. However, the positions of competency-based approach are interpreted ambiguously in pedagogy, and this complicates its theoretical and empirical application. The purpose of this article is to analyze the competency-based approach as a concrete scientific methodology for modeling the personal and professional characteristics of an inclusive education teacher. As leading methods we used: analysis, synthesis, generalization, modeling. The results obtained made it possible to identify both the possibilities and limitations of the competency-based approach in the study and justification of the personal and professional characteristics of pedagogical activity. Its use is advisable in conjunction with basic research of professional pedagogical activity, revealing its essential semantic, nuclear characteristics. It is indicated that as a conceptual basis for applying the competency-based approach to the practice of inclusive education it is proposed to consider N.V Kuzmina’s theory of personality professionalism and activity, which is heuristic to the contemporary research problems of transprofessionalism of a specialist.