Inclusive competence of preschool education teachers: theory and practice of formation

Касьянова, Олена Миколаївна and Дем'яненко, Валентина Іванівна (2025) Inclusive competence of preschool education teachers: theory and practice of formation Журнал «Перспективи та інновації науки» (Серія «Педагогіка», Серія «Психологія», Серія «Медицина»), 50 (4). pp. 431-442. ISSN 2786-4952

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Abstract

The article summarizes that the transition to inclusive education in Ukraine requires improving the system of training teachers to work with children with special educational needs, in particular, future educators of preschool educational institutions. The authors investigate the genesis of the problem of forming inclusive competence of future teachers, experience in its study, development and implementation in the practical activities of a higher education institution. The article proves that the competency-based approach is the conceptual basis for the development of the national educational space and the strategy for the formation and development of a modern specialist. It is established that the appeal of many modern scientists to the phenomenon of “inclusive competence of a teacher” is justified. Currently, the concept of “competence” is widely used in state and international documents, and the development of inclusive education is based on the modern concept of childhood, which is based on a competency-based approach and partnership interaction of all participants in the educational process aimed at self-organization and self-development of pupils. It was found that the implementation of inclusion ideas in preschool education institutions in Ukraine largely depends on the qualifications of personnel, which requires the appropriate improvement of the process of professional training of educators. In order to improve the competency-based training of future educators of preschool education institutions for work in an inclusive educational environment, the authors conducted a study of the level of formation of competence indicators in applicants for the first (bachelor's) level of higher education of the bachelor's program and educators of preschool education institutions. The article presents an analysis of the results of self-assessment according to the specified indicators of inclusive competence of students - applicants for the first (bachelor's) level of higher education of the bachelor's program of the Borys Grinchenko Kyiv Metropolitan University and educators of preschool education institutions in Kyiv. It was determined that preschool teachers, who assessed themselves more critically than students, feel an acute need for knowledge, skills and abilities that will help them work professionally with different categories of children with special educational needs. Students assessed the level of their inclusive competence twice: before and after undergoing production pedagogical practice in inclusive groups of preschool educational institutions. It was found that the assessments have discrepancies, which made it possible to identify problems and outline the necessary ways to solve them. As a possible approach to improving the practice of forming inclusive competence of future preschool teachers, the experience of the Center for Self-Knowledge and Self-Development, which was created at the Faculty of Pedagogical Education of Borys Grinchenko Kyiv Metropolitan University, is presented.

Item Type:	Article
Uncontrolled Keywords:	inclusion; inclusive education; inclusive competence of a teacher; professional readiness; competence; competency-based approach; preschool teacher
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра освітології та психолого-педагогічних наук
Depositing User:	Олена Миколаївна Касьянова
Date Deposited:	04 Jun 2025 11:49
Last Modified:	04 Jun 2025 11:49
URI:	https://elibrary.kubg.edu.ua/id/eprint/52045

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