PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF INCLUSIVE COMPETENCY IN PE TEACHERS IN AN EDUCATIONAL ENVIRONMENT

Abstract

Aim. The purpose of the study was to test the effectiveness of the program for the development of inclusive competency in PE teachers in an educational environment. Materials and methods. The study involved a review of scientific and methodological literature, a psychodiagnostic assessment, empirical and statistical methods, questioning, and an interview. The inclusive competency of PE teachers was evaluated in an experimental sample that included 30 PE teachers from educational institutions in Yakutsk. The sample of respondents was random and divided into two groups (control and experimental, n = 15 in each group). Group equivalence was determined using the Mann–Whitney U test. Results. The results obtained allowed to identify the following pedagogical conditions for the development of inclusive competency in PE teachers: 1) a competency-based approach as the basis for the implementation of the program; 2) the program will be aimed at developing inclusive competency and enhancing professional skills; 3) teachers will develop motivational, cognitive, and reflective components of inclusive competency; 4) the program will be continuously implemented with respect to both foreign and domestic inclusive practices; 5) a single team of specialists responsible for the inclusive educational environment will be formed in the educational institution. Conclusion. The abovementioned pedagogical conditions will contribute to professional performance in PE teachers in an inclusive educational environment.