FORMATION OF PROFESSIONAL IDENTITY OF A FUTURE SPECIAL EDUCATOR: PERSONAL DIMENSION

Abstract

The article is devoted to the study of the personal dimension of the formation of the professional identity of a future special education teacher. The significance of professional identity as an integrative indicator of a specialist’s readiness for effective activity in the conditions of special and inclusive education is substantiated. Modern scientific approaches to the training of special education teachers are analyzed, in particular, competency-based and personality-oriented approaches. The key components of professional identity are identified, including professional self-awareness, reflective skills, empathy, communicative competence and motivational attitudes. The role of the integration of educational, practical and research activities in the process of forming a holistic professional “I”-image of a future teacher is considered. The significance of team interaction and interprofessional cooperation for the development of professional competence and personal qualities is highlighted. Methodological recommendations for the training of speech therapists and correctional teachers for work in an inclusive environment are analyzed. The problematic aspects of insufficient attention to the personal dimension of specialist training are identified and the need for the introduction of interactive and training technologies is emphasized. The need for further research on the influence of educational strategies on the formation of the professional identity of future special educators is emphasized. The article has practical significance for the formation of a system of training teachers capable of effective and responsible activity in special and inclusive education