DEVELOPMENT OF PEDAGOGICAL COMPETENCE OF FUTURE TEACHERS IN WORKING WITH PARENTS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article presents development and empirical verification of a complex model of development of pedagogical competence of future teachers for effective interaction with families of children with special educational needs. The author analyzes six theoretical and methodological approaches – competence, system-activity, cognitive-emotional, coaching-modular, andragogical and sociocultural – and identifies the key components of competence: motivational-personal, gnostic, communicative-activity, organizational-projective, emotional-value and reflexive. On their basis, a 72-hour modular professional development program is developed, including four interrelated blocks aimed at practicing empathic listening, parent group facilitation, joint design of individual educational routes and reflexive self-analysis. During the pedagogical experiment with 64 teachers, statistically significant growth of all target competencies and reduction of emotional burnout is demonstrated, which confirms the effectiveness of the proposed course. The practical significance of the results consists in the readiness of the program to be scaled up in the system of additional professional education and implemented in the curricula of pedagogical universities and inclusive schools.