THE AXIOLOGICAL COMPONENT OF A TEACHER’S PROFESSIONAL ACTIVITY AS A FACTOR IN THE FORMATION OF AN INCLUSIVE CULTURE

Abstract

The article substantiates the idea that the inclusive competence of teachers is considered as the basis for setting the foundation in developing an inclusive culture in an educational organization and society. The research is based on competence-based and axiological approaches to the development of inclusive competence of teachers. Results of the study of students in the areas of training in the field of teacher education are presented. The concept of “inclusive culture” is analyzed: on the one hand, as a component of the professional competence of a teacher, which he transfers into the educational community and when interacting with students in an inclusive classroom; on the other hand, as a social phenomenon that is supported by normative legal acts, international, federal and other levels. Fundamental criteria for assessing inclusive competence are the professional values and personal qualities of teachers of inclusive education. The results of the assessment of personal professional values that make up the professional culture of future teachers are described. The results obtained using the survey method, the focus group method and reflexive analysis reveal features of the professional values of future teachers regarding inclusive education. The needs and deficits of future teachers in the motivational and value component of inclusive competence are actualized.