Assessment of the level of formation of inclusive competence of a teacher of a general secondary education institution by means of qualimetry

Abstract

The article theoretically justifies the factor and criterion model of assessment of the level of formation of inclusive competence of a teacher of a general secondary education institution. The model is developed based on the current normative requirements, theoretical developments and practical experience of the author. Its use allows for a comprehensive assessment of the inclusive competence of GSEI teachers, which increases its significance for practitioners. To justify the model, a theoretical analysis of a significant number of scientific sources on this topic was conducted, which allowed us to identify gaps in research regarding the measurement of the level of formation of inclusive competence of GSEI teachers. The developed factor and criterion model is represented by five factors: «Psychological Readiness and Social Competence»; «Professional Knowledge»; «Professional Skills and Abilities»; «Professionally Important Qualities»; «Emotional Sensitivity and Ethical Competence». The main focus is on certain aspects of inclusive competence by identifying specific criteria within each factor. The expert group determined the importance of each criterion within the factors.

The model presented in this article is considered as a basis for measuring the inclusive competence of a GSEI teacher at the control and assessment stage of the technology for the formation of inclusive competence of a GSEI teacher developed by the author. The materials presented in this paper are developed taking into account the requirements of the Concept of the New Ukrainian School. The model for assessing the level of formation of inclusive competence of a teacher of a general secondary education institution is recommended to be used in the process of professional development of teaching staff, which will improve their integral professional competence and contribute to the quality of provision of relevant educational services in GSEI. The model presented in this paper was evaluated in the process of professional development of teaching staff within the framework of the Professional Development project and received approval from practitioners.