Psychological and pedagogical culture of a teacher: a key component of the inclusive educational process

Abstract

The present study was conducted in order to establish the main aspects of psychological and pedagogical culture necessary to ensure effective activity in the conditions of inclusive education. The study analyzes the existing theoretical approaches to consider the main aspects of the psychological and pedagogical culture of a teacher in the inclusive educational process, assesses the readiness of teachers to inclusion and the existing problems, and develops recommendations for improving the psychological and pedagogical culture. The definition of psychological and pedagogical culture as a part of inclusive educational process is given. In the course of the survey a high level of recognition of the importance of psychological and pedagogical support and interpersonal interactions, but a low level of readiness to work in the conditions of inclusion, significant difficulties in the practical application of cultural and psychological principles in the context of inclusive education and others. Based on interviews with experts in the field of inclusive education (psychologists, teachers and school administrators), it was found that the successful development of inclusive education requires a comprehensive approach that includes improving the psychological and pedagogical culture of teachers, providing the necessary resources and strengthening the strategic management of the process. As a result of the observation, all well-developed aspects of inclusive education were noted, as well as those requiring further development. The results of the experiment confirm the main hypothesis about the key component of the inclusive educational process. Recommendations on further development of aspects of inclusive education related to the psychological and pedagogical culture of the teacher are developed.