Nahorna O. Formation of technological culture of future specialists of inclusive educational institutions

The dissertation work is a theoretical and experimental study of the problem of the formation of the technological culture of future specialists of inclusive educational institutions (IEI). The paper analyzes domestic and foreign psychological and pedagogical literature, which made it possible to study the phenomenon of «technological culture», formulate the key definition of the study «authentic model of inclusion», substantiate and present the content of the construct «technological culture of future specialists as authentic models of inclusion», develop conceptually-predictive model of the formation of the technological culture of the named specialists. Based on the theoretical analysis of the essential characteristics of technological culture, it was outlined as a set of personal value-semantic intentions manifested in cultural activities which provides quality implementation of technologies of pedagogical management, cooperation, teaching, service and tutoring support in inclusive education, contributing to the effectiveness of inclusive education. The dissertation research theoretically substantiated and developed a methodology for studying the state of formation of the technological culture of future IEI specialists as authentic models of inclusion, determined the main criteria for assessing the quality of technological culture, identified features, levels of development of aesthetic (stage 1), ethical (stage 2) and cognitive (stage 3) subcomponents of technological culture, using statistical processing according to Student's t-criterion, the reliability of the data was confirmed. The relationship between the components of the readiness to show cultural and creative activity was established and confirmed using the linear correlation analysis of Pearson. A higher level of formation of the cognitive subcomponent of the cultural and creative component of technological culture was interpreted as a «side-effect» of a deep study of all technologies of inclusion implementation proposed by the current program for training students. The necessity of changing the status of the cultural and creative component of technological culture from an unconscious «epiphenomenon» to a «phenomenon» that becomes controllable in the process of training future specialists of IEI and requires the creation of special educational and methodological tools has been proved. On the basis of experimental data, a methodology for the formation of the technological culture of these specialists has been developed, the effectiveness of which is confirmed by similar methods of statistical processing and presented using an algorithmic-informational model of a formative assessment.