Kazachiner O. Theoretical and methodical basis of philology teachers’ inclusive competence development in the system of postgraduate education

This research focuses on the phenomenon of philology teachers’ inclusive competence development as a part of their professional competence, that is shown as teachers’ skills to carry out professional functions in the process of organization of teaching languages and literature to children with special educational needs together with peers of typical development in conditions of secondary educational establishment. On basis of comparison of different scientific approaches to the problem of teachers’ inclusive competence development the complex methodology of this phenomenon research was offered. In the structure of philology teachers’ inclusive competence Structural components were singled out: motivational-personal (presence of motives of professional activity of the teacher in the conditions of the inclusive educational environment, as well as personal qualities), cognitive-operational (the presence of a system of special inclusive knowledge and skills necessary for inclusive activities, successful and an adequate solution to pedagogical situations associated with the transition to an inclusive model of education), reflexive-evaluative (the ability of teacher to analyze and evaluate own professional activities related to the teaching languages and literature in the conditions of inclusive educational environment, to design the conditions for self-education in this direction). The following pedagogical conditions for the development of inclusive competence of teachers of philological disciplines are emphasized and theoretically substantiated: stimulation of philology teachers' motivation to professional activity in conditions of inclusive educational environment; updating the contents of educational programs of philology teachers’ courses qualification increasing in view of the provisions of inclusive education; a combination of traditional and innovative forms and methods of philology teachers’ training in institutions of postgraduate pedagogical education on the implementation of inclusive education in institutions of general secondary education; the involvement of languages and literature teachers in team interaction with specialists of different profiles for the implementation of the tasks of inclusive education by means of these subjects in institutions of general secondary education. Conception of philology teachers’ inclusive competence development in the postgraduate education is a complex, purposeful, dynamic system of forming and development of fundamental knowledge, skills, views, principles, teacher's personal features necessary for teaching languages and literature to children with special educational needs together with peers of typical development in conditions of modern secondary educational establishment in establishments of postgraduate education on basis of systemic, humanistic, axiological, competence, acmeological, andragogical, subjective and team approaches. The structure of conception of philology teachers’ inclusive competence development in the postgraduate education was also defined: theoretical and methodological basis; core; contental and notional filling; pedagogical conditions of effective functioning and development of researched phenomenon; verification. We define model of philology teachers’ inclusive competence development system in postgraduate education as a detection, theoretical description and reasoning of this process’ structural components, objective interlinks between them, logic of its realization. The effectiveness of offered organizational-pedagogical model of philology teachers’ inclusive competence development in the postgraduate education was proved experimentally.