Formation of Inclusive Competence of Future Primary School Teachers in the Process of Teaching Practice on the Organization of Inclusive Education

Abstract

The purpose of the study is to reveal the potential of teaching practice in organizing inclusive education for the formation of inclusive competence of future primary school teachers. To achieve the research objectives, a set of general scientific and pedagogical methods was used, including analysis, systematization, comparison of scientific approaches, concepts, and definitions, as well as generalization aimed at clarifying the essence of the key concepts of the study. The article analyzes current state requirements for teachers’ inclusive competence and their ability to create an inclusive educational environment. Based on the method of theoretical analysis, the achievements of domestic researchers in defining the concept of “inclusive competence of a teacher,” its structural components, and specific features of its formation are highlighted. The ways of forming inclusive competence within the system of professional training of future teachers are outlined. Modern scientific approaches to the content of teaching practice in organizing inclusive education are revealed, and the methodology of its implementation is presented. The study, based on the analysis of the legislative framework, has shown that a modern primary school teacher must possess inclusive competence, which involves the ability to create conditions that ensure the effective functioning of an inclusive educational environment. The purpose of teaching practice was to apply scientific and theoretical knowledge, practical skills, and abilities acquired by students in the process of studying pedagogy, psychology, subject-specific teaching methods, and specialized disciplines with an inclusive focus in pedagogical activities. Teaching practice contributed to students’ mastery of modern forms and methods of organizing the educational process in primary school, the development of interest in professional activity, the formation of the need for continuous professional development, self-education, and self-improvement, and thus facilitated the formation of inclusive competence of future primary school teachers.