On approaches to the development and implementation of the training course “Preparation of a teacher-assistant for activities in the context of inclusive education” in the focus of continuous professional development

Abstract

The approaches to developing and implementing the course “Training Teacher Assistants for Inclusive Education” were presented as a resource for developing specialized competencies and continuous professional development (CPD). The concepts of contextual learning and the project-based approach in education were clarified, with the methodological foundations for forming CPD competencies in teachers within university academic autonomy. The course content is aligned with the professional activities of teacher assistants and is implemented in the workplace under the guidance of a practicing special education teacher. The course promotes professional interaction between current and future teacher assistants and special educators, structured across three stages: face-to-face training at specialized institutions, practical experience in general schools, and further face-to-face training at the university. The organizational-preparatory, core, and final stages of the course’s development and implementation were described. The course aims to develop CPD competencies in practicing teacher assistants within their pedagogical work in general schools. For students, it offers opportunities for career growth and early entry into the labor market by the second or third year of study, within university academic autonomy. The course provides concrete benefits to all stakeholders, delivering added value in the short, medium, and long term.