Predictors of professional development for special and inclusive education pedagogues in the conditions of digital transformation of education
Authors:   Armavir State Pedagogical University, Dokhoyan Anna M. , Korolkova Valentina A. ,   Armavir State Pedagogical University, Lakhmotkina Valentina I. ,   Armavir State Pedagogical University, Yastrebova Larisa A. ,   Armavir State Pedagogical University
Published: December 2022

Introduction. The digital transformation of the educational system imposes new requirements caused by the need to implement new forms of subject-centered relations in the remedial pedagogical process (online learning, distance and mixed learning formats, active use of digital resources, etc.). At the same time, the possibility of professional growth and self-development and, consequently, the activity of the subjects of integrated pedagogical process, as well as the efficiency of their activities, are reduced. Purpose of the study: to analyse and evaluate the existing predictors of professional development for special and inclusive education pedagogues in the conditions of digital transformation of education. Materials and methods. The analysis and assessment of impact of the digital transformation of education on the professional development of special and inclusive education pedagogues was carried out through the content analysis of questioning results based on Google Forms. A total of 409 special (remedial, correctional) education teachers from different regions of the Russian Federation and post-soviet countries were interviewed. The average age of the respondents was 38 (92.9% women and 7.1% men). The obtained data were processed using Microsoft Excel and IBM SPSS Statistics 23 software. The quantitative statistical processing method (Spearman’s rank correlation coefficient) was used for statistical data processing. Results. The interpretation of the research results showed that the predictors of professional development identified in the respondents showed a specific correlation in such evaluation parameters as age, education level and service record. The correlation analysis values showed the existence of statistically significant relationship between the following indicators: attitude to one’s profession and educational level (r=0.32); educational level and competence development (r=0.395); competence development and age of the respondents (r=0.365). The undertaken content analysis made it possible to outline a range of problems accounting for the difficulties in realising the professional activity by special and inclusive education pedagogues in the conditions of digital transformation. It was established that the prognostically positive predictors of professional growth include: the level of general cultural and professional competencies, the level of preparedness for various types of professional activity, professional activity and motivation, organising skills, reflexivity. Conclusion. The undertaken research highlighted a number of regularities pointing to the need to create due conditions for timely professional development of special and inclusive education pedagogues. The results can be used for the development of methodological framework for the professional growth of this category pedagogues through digital technologies.