SUPPORTING THE PROFESSIONAL DEVELOPMENT OF A YOUNG TEACHER WORKING WITH CHILDREN WITH DISABILITIES
The relevance of the study is determined by the social order to expand the educational practices of students with disabilities and the needs and educational deficits of teachers who need methodological and professional support. The subject of our research is mentoring technologies as an effective tool to form professional competences of young teachers working with children with disabilities. The aim of the study is to provide theoretical justification and study mentoring technologies as a tool for developing professional competence of young teachers working with children with disabilities. The research process uses such methods as the study and analysis of the literature on the research problem, the analysis and generalization of pedagogical experience in the field of the research problem, design, modeling, pilot experiment, statistical processing of research results. A significant result of the study is the substantiation of the model and technology for the formation of professional competence of young teachers working with children with disabilities. As a technology for the formation of professional competence, the technology of mentoring is presented. The activity of mentoring, which is extremely relevant and considered as one of the priorities of modern educational policy, is currently being actively revived. The results of our research can be used in the practice of supporting young teachers working with children with disabilities in educational organizations of various types.