Keyword: «team interaction»

One of the most relevant professional skills today is the ability to work in a team. It should be recognized that the high effectiveness of this work, common incentives, motivations do not arise spontaneously. These are manifestations of the personal potential of its members, a complex of qualities, abilities and skills belonging to individual team members. The aim of the article is to study the personal quality of “initiative” among students of the pedagogical university who are engaged in team activities. The authors studied semantic and substantive essential characteristics of initiative, its structure, specific features. Considerable attention is paid to the analysis of various theories of the teamwork organization, both by foreign and domestic researchers, which cover a wide range of team building issues. Particular attention is paid to revealing social, socio-psychological, pedagogical, administrative and organizational, rational-organizational, administrative-organizational and virtual aspects of teamwork. The authors described a number of specific features of this type of activity: qualitative nature of interpersonal interactions in a group; duality, contradiction of wishes; distinctive national character of the group, manifested in a common, collective team spirit. Based on the analysis of “initiative” concept, its constituent components are identified: motivational-volitional, procedural-activity, and reflexive-evaluative ones. As a result of the study, the authors found out that acquiring effective teamwork skills contribute to the positive socialization of participants and to the formation of universal competences “Teamwork and leadership” according to FSES HE 44.03.01 Pedagogical Education and 44.03.05 Pedagogical Education (with two areas of training). Case technology and project technology in their harmonious combination were those to evaluate the level of initiative establishment. The presentation of theoretical material at the lessons in the case form and the public defense of its project decision allowed all team members to take initiative in varying degrees, which revealed the abilities and needs of the participant’s personality and the level of the team formation in general. The article may be interesting for teachers, specialists in the field of team building, those who work in the field of additional education, curators of student groups, class tutors.

The relevance of the topic of the article is exposed through the modern priorities of the development of education, which imply the creation of an inclusive educational environment, maximally focused on taking into account the special educational needs of students with disabilities in educational activities. The problem of the research presented in the article is determined by the existing contradiction between the need to ensure the quality of inclusive education of students with disabilities and the insufficient readiness of teachers to carry out professional activities in the context of the diversity of educational needs of specific students. The objectives of the study are the development of conceptual foundations for a new paradigm of professional development for teachers of different profiles on the basis of interdisciplinarity and team interaction; creation of a model for advanced training of teachers, involving the integration of knowledge and the operationalization of collegial skills to increase their competence in the field of building and implementing individual educational trajectories of students with disabilities in inclusive education. These aspects of the teacher's readiness for effective work in the context of inclusive education are considered as significant components of their professional activity in the context of the diversity of educational needs of students. The presented author's ideas make up the methodology for creating a new paradigm for professional development of educators, namely, the conceptual unity of the content of advanced training programs for teachers of different profiles; the expedient unity of theoretical knowledge as such and the ways of its practical use by teachers of different profiles; the unity and differentiation of the theoretical and operational components of professional development programs for teachers of different profiles, revealing the features of the individualization of education for a student with disabilities. The proposed model of professional teacher development on the problem of individualization in inclusive education concretizes these content ideas. The scientific novelty of the presented research is determined by the development of the author's paradigm for professional development of teachers from the standpoint of interdisciplinarity and team interaction in the process of creating an inclusive educational environment. The significance of the research results is characterized at the theoretical level in terms of expanding ideas about inclusive education and on the practical side – in terms of the development of an educational product in the form of a model for advanced training of school teachers of different profiles in relation to the individualization of the educational environment for students with disabilities.