Article

Received 11.02.2025

Revised 25.04.2025

Accepted 01.06.2025

Retrieved from Vol. 9, No. 1, 2025

Pages 94 -102

Demus, Ya., & Kornosenko, O. (2025). Professional activities of physical education teachers in an inclusive educational environment . Ukrainian Professional Education, 9(1), 94-102. https://doi.org/10.33989/2519-8254.2025.17.342527

Professional activities of physical education teachers in an inclusive educational environment

Yana Demus Oksana Kornosenko

The article is devoted to the problems of professional activity of physical education teachers in the conditions of an inclusive educational environment in Ukraine. Inclusion is understood as a continuous search for effective approaches to teaching people with special educational needs, aimed at removing barriers to their full participation and realization of their potential. The article analyzes the regulatory and legal framework underlying inclusive education in Ukraine, including international and national acts. Physical education is recognized as a key tool for the correction, rehabilitation, and socialization of children with SEN. The purpose of the study is to theoretically substantiate and define the specific characteristics of the professional activity of a physical education teacher in the context of an inclusive educational environment, interpreted through the prism of a competency-based approach. The study identified the structure of inclusive competence of teachers, which includes motivational, cognitive, operational, and reflective components. The motivational component includes the teacher’s focus, motives, and values, deep respect for the diversity of students, willingness to support them, respect for their personality, cultural and religious experience, family, as well as cultivating a sense of belonging and sensitivity to the emotional state of all participants in the educational process and the ability to regulate emotions. The cognitive component covers in-depth knowledge of the characteristics of the educational activities of children with SEN, strategies and technologies for working with them, as well as the principles, forms, methods of effective support, and types of adaptations/modifications in the educational process. The operational component involves the practical ability to apply the acquired knowledge, which is manifested in the implementation of strategies, technologies, and methods for integrating individuals with SEN into the educational environment, as well as in the effective implementation of adaptations and modifications. The reflective component consists of the teacher’s ability to critically analyze and evaluate the results of their own pedagogical activity. Special competencies of physical education teachers have been identified, including academic, psychological-pedagogical, and adaptive-communicative competencies

professional activity of physical education teachers, inclusive education, competencybased approach
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https://doi.org/10.33989/2519-8254.2025.17.342527