Constitutional aspects of teachers professional development in institutions of postgraduate pedagogical education for the establishment of inclusive educational environment

Abstract

The article highlights the factors that determine the urgency of the problem of preparing teachers for  work in inclusive classrooms. Emphasis is placed on changes in normative and legal documents, which provide for advanced training of teachers in the direction of working with children with special educational needs and the decisive role of postgraduate pedagogical education institutions in this. Based on the analysis of the results of pedagogical research it has been indicated the key position of the teacher in the organization of work with children with special needs. Which should be professionally and psychologically ready to perform such activities.

It has been characterized process of professional development of teachers on creating an inclusive environment in the Rivne Regional Institute of Postgraduate Pedagogical Education. On topic «Creating an inclusive educational environment and features of inclusive education». It has been emphasized  on interactive forms of work that used in distance learning and designed to enhance the potential of the teacher. Special attention is paid on modeling professional situations. In particular, the need for a conference on the exchange of experiences as an opportunity for students to present their own results.

It has been formed opinion that after passing advanced training courses a a number of professional components are formed (cognitive, operational, motivation for activity and its reflection). Which ensure successful work with children with special needs. It has been noted that due to training in advanced training courses, the psychological readiness of the teacher to work in an inclusive classroom through the development of skills to resolve conflict and stressful situations. It has been concluded that the formation of psychological and professional readiness of teachers to create an inclusive educational environment is due to the content of curricula and the practical orientation of training courses.