Features of project culture development among teachers working with children with disabilities

The authors consider the specifics of the development of the project culture in the conditions of the educational organization of additional professional education for teachers who are working with children with disabilities. The content of the article reflects the methodological aspects of the development of their project-pedagogical thinking, readiness for the implementation of project activities, aspirations for professional and pedagogical improvement, as components of the concept of “project culture”. The authors substantiate the expediency of considering the selected phenomenon in the context of implementing additional professional development programs. At the same time, as an effective condition for their implementation, the processes of organizing the upgrading of school (municipal) teams and mastering the content of in-service training in the form of an internship are considered. The author's interpretations of the concepts “school (municipal) team”, “practical training” are presented. In particular, the internship is treated as a special form of the additional professional development program’s implementing when the activities of the representatives of school (municipal) teams focus on mastering the competencies necessary for them to implement the content of general education for children with disabilities on the basis of the system-activity approach.