A STRUCTURE OF TEACHERS' READINESS FOR PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUISION

Abstract

The article establishes the role of professional activity of a teacher in the conditions of inclusive education. The essential characteristics of inclusive education are highlighted. The analysis of scientific views on the definition of the phenomenon of teachers' readiness for professional activity is carried out. The essence of the concept of teachers' readiness for professional activity in the conditions of inclusion is determined. Teachers' readiness for professional activity in the conditions of inclusion is interpreted as a complex personal education, which presupposes the teacher's awareness of the specifics of teaching children with special educational needs and due to the ability to perform professional functions taking into account professionally significant values and moral and ethical norms in various socio-pedagogical activities. The structure of teachers' readiness for professional activity in the conditions of inclusion is determined. Taking into account the views of scientists on the structure of the studied phenomenon, as well as taking into account our proposed definition of teachers' readiness for professional activity in the conditions of inclusion, we consider its components: motivational-value (stability of motivation for activity in the conditions of inclusion, professional-inclusive orientation in pedagogical situations); cognitive (depth of understanding the content and realities of inclusive activities, knowledge of the specifics of work, technologies and methods of pedagogical activities in the inclusion of children with different educational needs, systematic knowledge of the methodology of inclusive pedagogy); psychological and regulatory (adequacy of perception of conditions and participants of educational inclusion; reactivity to stressful situations of inclusive activity; emotional stability); activity (teacher's ability on the basis of a set of professional and practical skills according to the purpose to carry out educational process in the conditions of inclusion; system of professional and pedagogical skills of interaction with all participants of educational process; creative application in professional activity of methodological approaches of organization of educational inclusive activity). It is proved that the set of motivational-value, cognitive, psychological-regulatory and activity components is a kind of dynamic integrated neoplasm, which allows to carry out at a high motivational-value level pedagogical activity in the field of inclusive education and self-awareness in the profession and personal system.