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PECULIARITIES OF TEACHERSВ’ READINESS TO WORK IN CONDITIONS OF PRE-SCHOOL INCLUSIVE EDUCATION
Abstract
The task of ensuring high-quality and high-quality education of children, regardless of their health status and opportunities, is set out in international, federal and regional normative legal documents. However, teachers themselves are not always ready for the manifestation of an adequate attitude and building interaction with children with special health opportunities. The relevance and necessity of the research of the stated problem is determined by the contradiction between the modern requirements for the nature and pedagogical activity, the personality of the teacher in pre-school education, on the one hand, and the lack of theoretical and methodological development of the process of their preparation for work in inclusive pre-school education В— on the other. In the study, the following methods were used: theoretical analysis of the literature, analysis of legal acts, setting up an experiment, psychodiagnostic methods (questioning, questioning, testing), statistical processing of results. The study conducted by the authors revealed insufficient readiness of preschool teachers to work in conditions of inclusive education, manifested in disharmony between the adoption of universal values and cognitive dissonance associated with stereotypes of professional and personal thinking, as well as in the lack of formality of the necessary professional and social and personal competences. Inclusive education causes some confusion among teachers with more than 10 years of experience, which can lead to complication of the relationship between the participants of the educational process and the risk of inaction. The obtained data indicate the need for further research in the field of scientific and methodological support of teachers with the development of a model of training in the workplace: refresher courses in the workplace, pedagogical workshops, groups of support of teaching staff in inclusive education.
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