TECHNOLOGICAL SUPPORT FOR IMPROVING THE PROFESSIONAL ACTIVITIES OF FUTURE SPECIAL TEACHERS

Abstract

The article deals with the issue of technological support for the readiness of future special teachers to improve their professional activities. Particular attention is paid here to their readiness for the independent implementation of important professional competencies, tutor work, systematization, generalization and dissemination of domestic and foreign methodological experience in accompanying children in need of special care.

The analysis shows that the issue of technological support for the training of future specialist teachers to improve their professional activities is a decisive factor in the implementation of ideas about the quality of training of future specialists in the modern period of pedagogical education. However, issues of training special teachers, namely the development of educational and methodological support for the quality of teaching and its scientific justification, currently remain outside the attention of scientists and researchers. Educational and methodological support of the educational process includes all types of students' activities in accordance with various educational programs. Thus, there is a need to implement the work of educational and methodological support for the quality of education on a scientific basis, formulating specific measures and mechanisms for assessing the quality of the developed educational and methodological documentation. In the article, much attention is paid to the personal qualities of a special teacher based on the system of the modern stage of development of special education. On the basis of the conducted empirical research, the authors come to the conclusion that special attention should be paid to the technological support for the formation of the readiness of future special teachers to improve their professional activities. The purpose of our study is the theoretical support for the formation of the readiness of future special teachers to improve their professional activities and offer new technologies and methods.

Forming the readiness of future special teachers to improve their professional activities will increase their competence in working with children in need of special care in accordance with the characteristics of their professional and pedagogical activities.