INCLUSIVE COMPETENCE OF FUTURE TEACHERS AS AN INTEGRAL PART OF PROFESSIONAL COMPETENCE: SPECIFIC FEATURES OF FORMATION

Abstract

The article substantiates the essence of the concept of inclusive competence, considering it as the main component of the professional competence of future teachers, and describes the peculiarities of its formation aimed at introducing and developing inclusive education in the national educational space. The results of the study claim that the success of personal adaptation in the educational environment and society significantly depends on the formation of inclusive competence. Emphasis is placed on the inclusion of a set of general, basic, special and personal competencies in the integral structure of the teacher's competence. The principles on the basis of which inclusive competence is formed are highlighted in the article. The following principles are singled out as the fundamental ones: all-round formation of a future teacher's pedagogical communication skills, the transition of the student of higher education to subject-subject relations, motivated development of effective communication skills, active interaction of all subjects of educational activity, comprehensive approach, reliance on the positive, stimulation of the development of personal qualities of teachers, etc. The study focuses on the strategic directions in the activities of future teachers and substantiates the main criteria (motivational, cognitive, reflective, operational), using which the levels of formation of certain teaching properties are distinguished (from zero to high). In connection with the implementation of distance learning in the educational process, special attention is focused on the introduction of information competence indicators into the operational criterion.