MODEL OF STUDYING THE PEDAGOGICAL ACTIVITY OF A TEACHER'S ASSISTANT AS A MEANS OF IMPROVING INCLUSIVE EDUCATIONAL PRACTICE

Abstract

The article provides a theoretical analysis of scientific sources devoted to the problem of pedagogical modeling as an important tool for research, design and improvement of educational processes. Modern approaches, conceptual provisions and models of pedagogical modeling are considered, which represent various areas of its application in educational practice - from the organization of the educational process to the formation of professional competencies of pedagogical personnel. It is found that pedagogical modeling is considered by scientists as a method of cognition, a means of managing educational activities, a form of scientific generalization and design of pedagogical systems. The researched sources identify the key principles of pedagogical modeling: systematicity, structurality, adequacy to real conditions, dynamism, flexibility, scientific validity and practical orientation. It is noted that effective modeling involves the construction of interrelated components (targeted, content, methodological, organizational and effective), which ensure the integrity of the pedagogical process. Particular attention is paid to the role of modeling in the development of professional competencies of teachers, the formation of their readiness for innovative activity and the educational environment improvement. It is emphasized that pedagogical models perform both an analytical and prognostic function, contribute to the adaptation of educational systems to the challenges of modernity, in particular to the inclusive learning implementation, digitalization of education and a competency-based approach. Based on the analysis, it is concluded that pedagogical modeling is a universal tool for scientific knowledge and practical improvement of educational activities, which combines theoretical systematicity and applied effectiveness, ensuring effective management of the development of educational processes and professional training of teachers. In addition, the need for further specification of the methodological principles of modeling in the context of modern transformations of education is emphasized, which will allow improving the quality of pedagogical solutions, optimizing the interaction of participants in the educational process and contributing to the creation of an innovative educational space focused on the needs of the individual and society.