Assessment And Development Of Correctional-Developmental Competencies Of Modern Teachers In Inclusive Educational Contexts

Abstract

In the context of rapid educational transformation and the global expansion of inclusive education, the professional competence of teachers capable of implementing correctional-developmental activities has become a decisive factor in ensuring the quality and effectiveness of pedagogical processes. This article examines the theoretical and practical foundations for assessing and developing correctional-developmental competencies of modern teachers, emphasizing their role in addressing the diverse educational needs of learners with cognitive, emotional, behavioral, and developmental differences. The study conceptualizes correctional-developmental competence as a multidimensional construct encompassing diagnostic, prognostic, reflective, communicative, and intervention-oriented components that enable teachers to design and implement individualized pedagogical strategies. Particular attention is paid to the integration of contemporary assessment frameworks, competency-based approaches, and evidence-based pedagogical technologies that facilitate continuous professional growth. By synthesizing international research findings and methodological perspectives, the article substantiates the necessity of systematic assessment mechanisms and targeted professional development models aimed at enhancing teachers’ readiness for correctional-developmental work. The findings highlight that the deliberate alignment of assessment tools with developmental pedagogical objectives significantly contributes to the formation of adaptive, inclusive, and learner-centered educational environments. Ultimately, the study argues that strengthening correctional-developmental competencies is not only a pedagogical requirement but also a strategic imperative for sustainable educational development in modern schooling systems.