Practical Lessons as a Condition of Formation of Social-Pedagogical Competence of the Teachers of Inclusive Comprehensive School

У статті визначено традиційні підходи до проведення практичних занять. З'ясовано сутність контекстного навчання. Визначено роль практичних занять у формуванні соціально-педагогічної компетентності в майбутнього вчителя початкових класів інклюзивної загальноосвітньої школи. Обґрунтовано запровадження контекстного навчання на практичних заняттях під час викладання дисципліни «Основи інклюзивної педагогіки». Запропоновано опис процесу організації та методики проведення фрагментів практичних занять з курсу «Основи інклюзивної педагогіки», спрямованих на формування соціально-педагогічної компетентності в майбутнього вчителя початкових класів інклюзивної загальноосвітньої школи.The article sets the goal to define the role of practical training in pedagogy in training future teachers and study the issue of social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools. In the article traditional approaches to the practical lessons are defined. The essence of contextual learning is found out. The role of practical training in shaping social- pedagogical competence of the future primary school teachers of inclusive comprehensive schools is defined. The requirements for definition of the didactic purpose of practical lessons, the requirements for their structure are presented. The article outlines the shortcomings of traditional methods of teaching social- pedagogical disciplines in higher education. The necessity of introducing contextual teaching at practical lessons in teaching the subject "Fundamentals of inclusive pedagogy" is grounded. It is defined that the basis of learning is contextual and social modeling of substantive content of future careers by playing real teaching situations. In this regard, the dominant species identified social-pedagogical activity of the future primary school teacher of inclusive comprehensive school. Based on certain types of activity the model of social-pedagogical competence of the future primary school teacher of inclusive comprehesive schools is defined. In created model of social-pedagogical competence were defined the structural components of social and pedagogical competence of the future primary school teachers of inclusive comprehensive schools. It is found out that a training course "Fundamentals of Inclusive Education" is an integral part of social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools. A description of the organization and methods of fragments of practical training course "Fundamentals of Inclusive Education", aimed at forming social-pedagogical competence of the future primary school teacher of inclusive comprehensive schools is suggested. So, the use of contextual learning in practical classes will help maximally approach the content and process of training students for future careers that will provide formation of individual style of professional activity. Prospects for further research coverage are seen in determining the nature and role of lectures in order to create social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools