FORMATION OF PROFESSIONAL SELF-CONSCIOUSNESS OF A TEACHER'S ASSISTANT
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.30Keywords:
professional self-awareness, teacher's assistant, inclusive education, motivation systemAbstract
The article deals with the issue of theoretical and practical content of the formation of the main components of the training system for assistant teachers of inclusive education. The theoretical analysis has shown the role and significance of the relatively new profession of teacher assistant as a leading specialist in the educational, correctional and rehabilitation processes of an inclusive school.
The article analyzes the experience of the world practice of forming the professional identity of teachers. It is noted that this process takes place while students are still studying at university and that the activities of teachers are an example for them. Of particular importance is the professional identity, which consists of the mission and basic qualities of the personality, competencies, life history, motivation, etc. The role and content of the work of a teacher's assistant in the inclusive educational process of interaction with students with special educational needs are presented. It is emphasized that a successful assistant is a specialist in special education with a mastered system of knowledge, correctional and developmental competencies, emotionally stable and flexible to constantly changing situations, a person who consciously understands the problems of students with special educational needs.
One of the main components of the system of professional self-awareness formation is defined and presented - motivation in its ten subcomponents: self-reflection, self-knowledge, self-identification, self-actualization, self-development, self-improvement, socialization, self-control, self-reflection.
References
1.Lisenko I.M. (2016). SotsIalna adaptatsIya dItey z osoblivimi potrebami. LvIv: SvIt, 213 s. [in Ukrainian]
2. Lubchak L.M. (2015). PsihologIchna pIdtrimka dItey z osoblivimi potrebami v Inklyuzivnomu navchannI. KiYiv: Logos, 282s. [in Ukrainian]
3. Makarenko V.P. (2017). VzaEmodIya pedagogIv I batkIv dItey z OOP. HarkIv: Pegas, 269 s.[in Ukrainian].
4. Mischenko O.G. (2016). SpIvpratsya z batkami dItey z OOP v Inklyuzivnomu prostorI. KiYiv: Znannya, 325 s. [in Ukrainian]
5. Shulzhenko D.I. (2024) Educational and psychological integration (inclusion) of children with autism: monograph (druhe vydannia) Kyiv : UDU imeni Mykhaila Drahomanova, vyd-vo Khortytskoi natsionalnoi akademii. 448 s. ISBN 978-617-7929-13-9.[in Ukrainian].
6. Vilma Žydžiūnaitė, Marius Daugėla (2020) Teacher’s Professional Self-Awareness Within The Interactions With Students In Higher Education: Temporality and Relationality. Acta Paedagogica Vilnensia, vol. 45, pp. 160–174 ISSN 1392-5016 DOI: https://doi.org/10.15388/ActPaed.45.10
7. Alspup, D. (2004), "Chy ye ya vchytelem? Doslidzhennia rozvytku profesiinoi identychnosti", Language Arts Journal of Michigan, Vol. 20/1, p.
8. Lim, H. (2019), "Kontseptualni karty avtobiohrafichnykh rozdumiv koreiskykh studentiv-vykladachiv anhliiskoi movy profesiinoho spriamuvannia pro yikhnoi profesiinoi identychnosti", Teaching and Teacher Education, Vol. 27/6, pp. 969- 981.
9. Trent, D. (2019), "Osobystist vykladacha ta yakisne vykladannia: Zabezpechennia yakosti pidhotovky vykladachiv anhliiskoi movy profesiinoho spriamuvannia", in Quality in TESOL. Quality in TESOL and Teacher Education", u Quality in TESOL and Teacher Education, Routledge.
10. Saks, Y. (2005), "Profesiina identychnist vchytelia: Konkuruiuchi dyskursy, konkuruiuchi rezultaty", Zhurnal osvitnoi polityky, t. 16/2, s. 149-161, http://dx.doi.org/10.1080/02680930116819.
11.Khanna, F. ta in. (2019), "Sfery vchytelskoi identychnosti: Ohliad instrumentiv kilkisnoho vymiriuvannia", Ohliad osvitnikh doslidzhen, Vol. t. 27, s. 15-27.
12. Underhill, A. (1992). The role of groups in developing teacher self-awareness. ELT Journal, 46(1), 71–80.
13. Flavian, H. (2016).Towards teaching and beyond: strengthening education by understanding students’ self-aware-ness development. Power and Education, 8(1), 88–100. DOI: https://doi.org/10.1177/1757743815624118 14. Schussler, D. L., & Knarr, L. (2013). Building awareness of dispositions: enhancing moral sensibilities in teaching. Journal of Moral Education, 42(1), 71–87. DOI: https://doi.org/10.1080/03057240.2012.722
