REFLECTIVE COMPETENCE AS A COMPONENT OF INCLUSIVE COMPETENCE OF A TEACHER

Abstract

The article is dedicated to a problem of developing inclusive competence of a teacher. The authors define the role of the reflective component in the structure of the inclusive competence of a teacher in the modern education system. The paper presents an analysis of scientific approaches to determining the structural characteristics of a teacher’s inclusive competence and understanding the place of the reflexive component of a teacher’s inclusive competence. An analysis of the essence of the concept and component structure of reflexive competence is carried out. The components of the reflective competence of an inclusive education teacher are determined. During the pilot study, an analysis of working curricula is carried out. The need to include in the programs of academic disciplines and practice programs the corresponding tasks for the formation of components of the reflective competence of the future teacher has been determined.