Professional Training of Teachers in Inclusive Education: Competences and Integration

Аннотация

The article analyzes the fact that the COPYRIGHT professional training of teachers in inclusive education © 2025 Original content from this work may be used under the terms should include not only pedagogical knowledge, but also of the creative commons attributes 4.0 License. moral qualities and personal abilities. Also, special attention is paid to the mutual integration of professional knowledge, skills and personal qualities in the formation of the inclusive competence of a teacher. Keywords: Inclusive competence, socio-pedagogical activity, professional training of a teacher, psychological and pedagogical diagnostics, pedagogical diagnostics, inclusive education, competency models, experimental research, methodology. Introduction: Inclusive competence of teachers of a general education institution is a synthesis of knowledge, skills and qualifications necessary for the successful implementation of socio-pedagogical activities. This convincingly proves that the preparation of a teacher for an inclusive environment should be aimed not only at mastering the necessary knowledge and skills, but also at cultivating high moral qualities, forming the ability to act adequately in appropriate situations, and taking responsibility for one's own activities. Having analyzed the literature devoted to the study of the problem of inclusive competence of a teacher, we came to the conclusion that inclusive competence of teachers is an integrated indicator, a personal characteristic that includes professional theoretical and practical knowledge, abilities and skills. There are also a number of professionally important and personal qualities that determine the readiness and ability to Journal of Social Sciences and Humanities Research Fundamentals 48 https://eipublication.com/index.php/jsshrf 9 Journal of Social Sciences and Humanities Research Fundamentals carry out professional activities. – psychological and pedagogical learning methods; Its components form professional competence. – individualization and differentiation of education to However, scientists do not have a single approach to ensure the educational needs and capabilities of each distinguishing the components of professional student; competence and their content. – methods and forms of working with parents of The model of professional competence of a teacher students, etc. was presented by O. Bilyakovskaya and defined by the We also concluded that teachers in an inclusive scientist as an imaginary model of the components environment should have the following skills: that form an ideal specialist, embodying social needs – diagnose individual indicators of various properties and requirements, reflecting the requirements for a and qualities of different students, dynamically measure modern school teacher. It includes general cultural, them; cooperative, valeological, managerial, information- technological, autopsychological, predictive-reflective, – introduce general pedagogical and corrective and psychological-pedagogical, social, communicative- developmental educational technologies; situational, methodological, cognitive-technological – identify deviations in the development of younger competencies. schoolchildren and participate in their psychological and Socio-pedagogical competence is a holistic indicator of pedagogical support; personal development, characterized by a synthesis of –implementing an individual and differentiated theoretical socio-inclusive knowledge, practical skills approach to influence each member of the diverse and qualifications, personally significant and school community; professionally important qualities necessary for the – forming the interest of students with general successful implementation of socio-pedagogical development in positive interactions with their peers activities, the ability to use them to solve standard and with special educational needs; non-standard socio-pedagogical situations and – organizing various forms of pedagogical training aimed problems associated with the education of various at developing the knowledge of parents on the children in the inclusive environment of a implementation of inclusive education. comprehensive educational institution. However, based on the foundations of the previous section of the Taking into account the above analysis, we conclude essence of the socio-pedagogical activity of a teacher that the professional preparation of teachers of general of general secondary educational institutions, we secondary educational institutions for work in the consider the socio-pedagogical competence of inclusive environment of a comprehensive educational teachers' professional activities in inclusive education institution requires the formation of the skills and socio- to be their ability to use professional knowledge, skills pedagogical competences given to them. and abilities to solve standard and non-standard A set of scientific and pedagogical research methods problems. Standard pedagogical