PROBLEMS OF FORMATION OF PROJECT COMPETENCE OF A TEACHER OF INCLUSIVE EDUCATION IN THE SYSTEM OF ADVANCED TRAINING
The article considers tasks of the formation of project competence of teachers working in the system of inclusive education and improving their skills. Theoretical approaches to the consideration of the notion of «project competence of a teacher» are noted. The structure of the project competence of the teacher of inclusive education, including motivational, cognitive and activity criteria, is proposed. The indicators of the main criteria are considered. The results of the study of the project competence of teachers based on the study of scientific and pedagogical literature, a survey, experimental techniques are presented. The main problems that impede the formation of the project competence of a teacher in inclusive education and improving their skills are revieled: pedagogical, psychological, creative, social, information and telecommunication. Pedagogical problems include the lack of motivational readiness for project activities, the study of pedagogical experience. Psychological problems are presented by difficulties in the ratio of project activities and personal qualities. Creative problems are associated with a low level of development of creativity of the project competence of teachers of inclusive education. A group of social problems includes difficulties in the formation of project competence of teachers associated with the microsociety (interaction of participants in the educational process) and difficulties associated with the macrosociety (standard of living, regional and state conflicts). The difficulties of information and telecommunication nature are represented by the lack of skills and abilities to interact with technical means. The stages of project activities are described, at which teachers of inclusive education have difficulties. The main ways for solving problems in the system of advanced training are proposed: the presentation of benefits of project activities, taking into account interrelations of advanced pedagogical experience; technology of personality-oriented design, development of creativity in project activities; the organization of special training for teachers of inclusive education in the basics of project activities; tutorial advice and support.