| Abstrakt: |
The model of a modern teacher implies readiness to apply new educational ideas, the ability to learn, to be in constant creative search, to possess interactive and communicative technologies and means of remote work. This requires continuous professional development, self-education, and professional development. The urgency of the problem determines the purpose of the article: to present the «Program for improving the qualifications of teachers who teach children with hearing impairments in the conditions of martial law and the recovery of Ukraine» (modules 4, 5 and a course on psychological support), prepared based on the results of the study «Scientific and methodological support of education children of early and preschool age with hearing impairments» (2021-2023), which was carried out by the Department of Education of Children with Hearing Impairments of the Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Sciences of Ukraine. The first part of the «Training program for teachers who teach children with hearing impairments in the conditions of martial law and recovery of Ukraine» (introduction and modules 1-3) is presented in a previous publication. The main methods are defined as: theoretical analysis of literary sources and results of modern research presented in scientific publications, in particular included in the scientometric databases Index Copernicus, Google Scholar, Scopus, Web of Science, etc.; analysis of regulatory documents, websites of educational institutions and institutions; summarizing the experience of teacher training courses at the Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Sciences of Ukraine. In order to fulfill the outlined tasks: the «Program for improving the qualifications of teachers who teach children with hearing impairments in the conditions of martial law and restoration of Ukraine» was presented, in particular the content of 4, 5 modules and a course on psychological support of participants in the educational process: students, teachers, parents. According to the results of the approbation, the program is recommended for implementation in the system of professional development of psychological and pedagogical personnel (special educational institutions, institutions with inclusive education, inclusive resource centers), as well as in the higher education system for the formation of professional competence of future specialists in the psychological and pedagogical profile. [ABSTRACT FROM AUTHOR] |
