PEDAGOGICAL CONDITIONS FOR THE FORMATION OF METHODOLOGICAL COMPETENCE OF TEACHER ASSISTANTS IN AN INCLUSIVE ENVIRONMENT

Abstract

This article analyzes modern domestic and foreign experience in the implementation of inclusive education and its personnel support. An analysis of the practice of assisting and the peculiarities of the implementation of the domestic model of the activity of a teacher's assistant in an inclusive educational institution was carried out, the domestic legislative and regulatory field regarding the activity of a teacher's assistant was analyzed, as well as ways of its improvement.

One of the predicted conditions for the formation of methodical competence of a teacher's assistant is the disclosure of the factors of effective implementation of educational activities due to the development of methodical thinking, methodical culture, methodical mobility and creativity. The introduction of the competency-based approach to education creates the need to develop a new theoretical base based on the use of the achievements of the European pedagogical system in coordination with domestic science and practice. A competent approach in education makes it possible to create a new model of learning to overcome the problem of the traditional system and ensure effective and targeted learning.

The article highlights the components of the teaching assistant's methodological competence, their structure and basic principles. The active component of methodical competence determines the practical orientation of the work of a teacher's assistant in the conditions of inclusive education. The basis of methodical competence is knowledge of the methodological and theoretical bases of certain methods, conceptual foundations, structure and content of teaching aids, as well as developed skills in using professional knowledge in certain pedagogical activities during the performance of basic professional and methodical functions. It is important in the context of the description of the basic aspects of the development of the methodological competence of teaching assistants to reveal the basic principles of inclusive education