Forming of the integrated social-pedagogical competence of the future teacher of primary school to inclusive education

Abstract

The article presents a theoretical analysis of the integral social and pedagogical competence of the teacher of elementary schools of the institution of general secondary education to the organization of inclusive education. The components of integrated social-pedagogical competence are characterized: cognitive, activity, personally professional. The structural components of competence are characterized. The set of abilities is described: methodical, forecasting, informational, motivational, communicative, preventive, social rehabilitation, rehabilitation-animation, correctional-developmental, estimation and correction. There are two groups of personally professional components: 1) humanity, responsibility, sociability, justice, emotionality, empathy, benevolence, erudition, creativity; 2) the ability to observe their own activities, behavior, internal state; to critically treat your own behavior; communicate with other people; to formulate the results obtained, to foresee the purpose of further work, to adjust their individual trajectory of activity. The essence of organizational-procedural principles of competence formation is revealed: technological, diagnostic-productive. The regularities and principles of the formation of integral social and pedagogical competence in the process of professional training in the institution of higher education are substantiated. The stages, goals, tasks, methods and forms of stages of forming of students of integrated social and pedagogical competence for the organization of inclusive education have been determined. In this paper, a methodology for the formation of socio-pedagogical competence in