Kononova M. Theoretical and methodological foundations of professional development of future special education teachers in the process of professional training

The study substantiates and develops theoretical and methodological foundations of professional development of future special education teachers in the process of professional training, based on the provisions of competent, anthroposocialistic, axiological, system-activity, personality-activity, integrative, systematic, systematic, systematic complex of didactic (scientific principle; consistency, continuity and systematic; relevance of knowledge and professional skills; practical orientation of teaching; humanism) and specific (role perspective; parity; dialogue; creation of a favorable environment; conscious perspective; freedom of choice); freedom of choice; The author's conception of the professional development of future special education teachers in the process of professional training is grounded as a theoretical basis for improving the efficiency of students' professional development, covering methodological, theoretical, technological and methodological concepts. The pedagogical conditions for the professional development of future special education teachers have been singled out and scientifically substantiated: creation of a creative educational environment for the professional development of future special education teachers; improving the content of professional training through the introduction of a special course "Fundamentals of professional development of future special education teachers"; realization of educational projects in the process of professional development of future special education teachers; intensification of educational activities through a harmonious combination of formal, non-formal and informal education of future specialists of special education. Taking into account the concept and pedagogical conditions, a structural and functional model of the professional development of future special education teachers in the process of professional training was developed, which consists of five interrelated blocks: target, theoretical, methodological, substantive, procedural and diagnostic results. The scientific and methodological support for the professional development of future special education teachers in the process of professional training has been prepared and implemented in the educational practice of institutions of higher education. On the basis of research and experimental verification of the structural-functional model, the effectiveness of practical implementation of the recommended provisions for the professional development of future special education teachers in the process of professional training was proved.