Formation of professional competences to work in inclusive conditions of future primary school teachers through non-formal/informal education

Abstract

At the present stage, the system of higher pedagogical education is in a state of constant reform and renewal, which is due to the active inclusion of the domestic space in the plane of educational parks, international mobility programmes, the European Credit Transfer and Accumulation System (ECTS) in the process of implementing educational and professional programmes, which in general has become a tool for the formation of professional competencies in both formal and non-formal, informal education, due to the transparency, openness of various didactic and educational courses.  The definition of ‘non-formal/informal education’ is presented; the role and specific features of non-formal/informal education tools for the formation or deepening of already formed professional competences of future primary school teachers in inclusive education are characterised. The formation of professional competences of future primary school teachers to work in inclusive settings through non-formal/informal education has specific features: correlation with the content of the educational components of the professional training cycle; formation of passive experience of implementing the acquired professional competences in their own professional practice; expansion of theoretical, practical, methodological, psychological knowledge on the implementation of support and assistance to younger students with special educational needs; forms a basic understanding of the prices Deepening of already formed professional competences of future primary school teachers to work in inclusive conditions with the help of non-formal / informal education means involves: correlation of the request for deepening the formed competence on the basis of self-management, self-assessment, analysis of own professional aspirations and educational needs of the future specialist; formation of active experience of implementing the acquired professional competences in their own professional practice; deepening of already formed theoretical, practical, methodological, psychological and students with special educational needs; forms an absolute awareness of the values of inclusion, enables the future primary education specialist to independently determine the role of implementing the information and communication and correctional and developmental component in the educational process of primary school.