Social Professionalism in Recognizing and Inducing Inclusion

Abstract

The professional competencies of teachers, educators, and pedagogues play a significant role in contemporary society which upholds the principles of inclusive policy. The foundation of social professionalism lies in the synthesis of various components: psychological, pedagogical, methodological, communicative, and informational. The European concept of understanding educational professionals today is based on a renewed perspective of competence and a high level of professionalism. Current global educational trends are oriented towards fostering an inclusive environment in education, as the primary goal of 21st-century education is to build a new society—one in which all individuals are equal and share the same rights, including the right to education.

This paper theoretically explores the key elements necessary for inducing an inclusive environment. It examines pedagogical strategies and their influence on specific components of quality, with the aim of developing social professionalism.