Technological Approaches to Psychological and Pedagogical Support of Professional Growth for Special and Inclusive Education Teachers

Aim. The article evaluates and analyzes technological approaches to psychological and pedagogical support for professional growth of teachers of special and inclusive education.

Methods. Processing of the results of the study was carried out through a theoretical analysis of the internal structure and patterns of the phenomena under study, as well as their interaction and conditionality.

Results. Evaluation and analysis of the research results made it possible to identify a number of conditions for the implementation of special psychological and pedagogical technologies to ensure the professional growth of special and inclusive education teachers.

Conclusion. Technological approaches to psychological and pedagogical support for the professional growth of teachers of special and inclusive education, discussed in the article, represent a multidimensional and dynamic structure, mediated by the ongoing transformations in society and in education.

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