Formation of readiness of future teachers for professional activity in the conditions of inclusive education
Abstract
The article deals with the process of forming the readiness of future teachers of pedagogical universities to work in the conditions of inclusive education. In the course of the study, the regulatory and legal documents on special and inclusive education were studied. The article analyzes scientific sources for solving the problem of preparing future teachers for professional activity, for revealing the concepts of «inclusive readiness», «inclusive ethics», «inclusive theory», «inclusive practice».In the study, to determine the inclusive readiness of students at the beginning, the levels were defined as threshold, basic and high, and criteria and indicators of the professional quality of future teachers were also developed, which contributed to the solution of the research tasks. The future teacher, in addition to the knowledge, skills and abilities acquired at the university, must possess special professional competencies necessary to work with children with OOP in an inclusive practice. The research methodology includes theoretical and empirical research methods. Practical recommendations for the formation of inclusive readiness of students of pedagogical universities have been developed