Abstract:

The participation of professional and personal competencies in the work of teachers is a quality prerequisite for successful educational practice. In the context of curriculum planning and programming, the student-centered teaching process represents a modern curriculum paradigm in educational work. In the frame of quality inclusive theory and practice, teachers become fundamental barriers of the quality of implementation and application of inclusion in the regular school system. The aim of this paper is to present and analyze the role and importance of a quality curriculum approach through the prism of inclusive culture and its focus on encouraging the development of key competencies of teachers based on the paradigm of student orientation. Starting from the above assumption, it is assumed that teachers, primarily their personal views on the teaching profession and professional pedagogical work, significantly shape students' experiences. Respecting the educational values of the National Framework Curriculum (2011), i.e. knowledge, solidarity, identity and responsibility, the student in the context of this paper is represented as a subject in the educational process. In this regard, the paper presents some key prerequisites for quality inclusive theory and practice in the work of teachers. Achieving student orientation is a process that is not final but is constantly subject to reflection and (self) evaluation. Educational inclusion is one of the main goals in the context in educational systems where the emphasize is oriented on respecting every each child in there differences. Continuing on the same value, one of the main tasks is to implement curriculum standards with clear new approaches in the teaching and learning process in the context of differences between pupils as a motivation in teaching process, and not an obstacle. Since successful inclusion is a form of professional culture, defining quality prerequisites for successful inclusion is the main process for clear organizational and programmatic assumptions in curriculum planning and programming.

Keywords:

School culture, professional culture, inclusive culture, curriculum and competence approaches in education.