PROFESSIONAL SELF-ORGANIZATION OF A FUTURE TEACHER IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT: ETHNOCULTURAL ASPECT
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Author(s): | Azizova L. Kh., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The article presents a theoretical justification and empirical verification of the model of professional selforganization of a future teacher, implemented in an inclusive environment, taking into account the ethnocultural context of the modern educational environment. Based on systematic, activity-based, competence-based and axiological approaches, the author reveals the essence of professional self-organization as an integrative personal education, which is a consciously constructed subjective strategy aimed at simultaneously solving three interrelated tasks of professional activity: managing one’s own temporal, cognitive, emotional and volitional resources to achieve pedagogical goals; adaptive reorganization of professional actions in response to the multidimensional heterogeneity of the inclusive educational environment (different nosologies, rates, styles, needs); ethnocultural reflexive superstructure of interaction, ensuring the recognition and inclusion of cultural codes in the educational process as significant resources of the pedagogical process. The formation of self-organization is manifested by such criteria as cognition and motivation, value and meaning, prediction and design, instruments and operation, resources and regulation, and reflection and correction. The developed structural and functional model contains a target (formation of professional self-organization of a future teacher), a substantive (three modules: “Fundamentals of professional self-organization of a teacher”, “Teacher in conditions of inclusive interaction: theory and practice”, “Ethnocultural competence of a teacher in an inclusive environment”), procedural (includes diagnostic, motivational, educational, activity, reflexive stages), technological (a set of pedagogical technologies, methods and forms of work), effective (criteria and indicators of the formation of professional self-organization of the future teacher) blocks. During the pedagogical experiment, it was proved that the implementation of the model provides a significant increase in the level of formation of students’ professional self-organization. The results of the study open up prospects for further study of the long-term effects of formed self-organization in the real professional activities of young teachers. | ||
| Keywords: | professional self-organization, future teacher, inclusive interaction, ethnocultural context, ethnocultural factors, educational environment, structural and functional model, pedagogical conditions, criteria, experiment |
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| For citation: | Azizova L. Kh. Professional self-organization of a future teacher in an inclusive educational environment: ethno-cultural aspect. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):346—352. DOI: 10.25683/ VOLBI.2026.76.1707. |
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