CLUSTER MODEL AS ONE OF THE METHODS OF TRANSFORMATION, ENSURING THE EDUCATION OF PRIMARY SCHOOL STUDENTS

Abstract

The article reveals a problem of developing a cluster model of support for teachers training schoolchildren with learning difficulties, namely with dysgraphia in a general education class. The relevance of the study is determined, expressed in the increase in the number of students with learning difficulties and professional deficiencies of teachers in the field of teaching this category of schoolchildren. A theoretical justification for a cluster model of support for teachers, developed on the basis of an integrative approach in compliance with the basic principles of adult learning (andragogy), is proposed. The proposed model describes a holistic three-level structure that allows for support for a teacher in an educational organization, at the district and city levels. The article presents the results of testing pedagogical activities implemented within the framework of the developed model over several years, and evidence of its effectiveness.