Pedagogical conditions for preparing future teachers for inclusive practice

Abstract

This article presents the results of a study of the pedagogical conditions for preparing future teachers for inclusive practice. The relevance of the study lies in the need to develop professional competencies in future teachers that ensure effective work in an inclusive educational environment. The purpose of the article is to study the pedagogical conditions for preparing future teachers for inclusive practice, as well as to develop recommendations for improving the pedagogical conditions for training specialists in higher education. The study was conducted at Alikhan Bokeihan University in Semey. The sample consisted of 120 students studying in the Primary Education program, 64% of whom were women and 36% were men. The following methods were used: observation, questionnaires, testing, interviews, and literature review. Pedagogical conditions that contribute to the effectiveness of training future teachers were identified: practice-oriented learning, development of inclusive competence, fostering tolerance and empathy, the use of interactive technologies, and the organization of teaching practice in an inclusive environment. The study identified key challenges in preparing students for inclusive practice: lack of practical experience, inadequate psychological preparedness, and limited specialized knowledge.Based on the results and scientific literature, practical recommendations were developed for improving the pedagogical conditions for preparing future teachers for inclusive practice. The obtained results confirm the need to improve the professional training system for future teachers and expand the practical focus of the educational process in the context of the development of inclusive education.