THE PROBLEM OF FORMATION AND DEVELOPMENT OF THE PEDAGOGICAL SKILL OF THE PEDAGOGICAL INCLUSIVE CLASS

Abstract

The article is devoted to the search for methodological approaches and theoretical bases of formation and development of pedagogical skills of the teacher of an inclusive class. The state of research of the problem of pedagogical mastery in the intelligence of Ukrainian and foreign scientists is elucidated. The substantive content of the concept of «pedagogical skill» is specified and specified, the concept of «pedagogical skill of the teacher of an inclusive class» is defined in the context of the development of professional competence of teachers in the institution of postgraduate pedagogical education. The defined concept is considered as a high level of professional socio-pedagogical competence, consisting of the personal qualities of the teacher and psychological and pedagogical knowledge, skills and skills that will ensure successful communication with a team of specialists and cooperation with children with special educational needs and their needs. The structure of the identified phenomenon is substantiated, a generalized series of important components in the structure of pedagogical skills of the teacher of an inclusive class is formulated, defined by modern educators and psychologists, among which attention is paid to the abilities of the teacher of the inclusive class, which are the basis of his professional skills. The article reveals the essence of didactic, academic, gnostic, constructive, perceptual, linguistic, communicative and predictive abilities of the teacher of an inclusive class, which are manifested not separately (either as knowledge, as ability), but integrally, in actions and actions, in skill. Pedagogical tasks, in the ability to organize the educational process.