Methodology for forming inclusive competence of teachers in the context of reforming modern education

Abstract

The article analyzes the scientific literature and presents the authors’ methodology for the formation of inclusive competence of teachers working in secondary education institutions. The purpose of the article is to analyze scientific sources, provide theoretical justification, develop and present the authors’ methodology for the formation of inclusive competence of secondary school teachers in the context of reforming modern education. In the course of the study, a set of general scientific methods was used, including analysis and synthesis of scientific literature, comparison, generalization, theoretical modeling, and systematization. The application of these methods made it possible to provide a theoretical substantiation of the problem, identify the structural components of teachers’ inclusive competence, and develop an authorial methodology for its formation in the context of modern educational reform.

During the study, the analysis and systematization of the data obtained were carried out, which allowed us to determine that inclusive competence includes motivational, cognitive, activity, emotional-volitional and reflective components. Based on the results obtained, an authors’ model for the formation of inclusive competence in teachers working in secondary education institutions was developed. The proposed model includes interrelated components: motivational, cognitive, activity, emotional-volitional, reflective. In addition, the stages of its implementation were determined (orientational-motivational, theoretical-cognitive, activity-practical, reflexive-corrective) and a system of criteria for assessing the level of formation of inclusive competence was developed. The feasibility of using a combination of theoretical and practical training as a guarantee of a high level of training of teachers for work in an inclusive educational environment was determined.

Thus, the article theoretically substantiates and develops the authors’ methodology for the formation of inclusive competence in teachers teaching in secondary education institutions. It highlights the structural components, describes the stages of implementation and develops assessment criteria. Its implementation will contribute to increasing the readiness of teachers for effective professional activity in an inclusive educational environment.