Didactic Resources of the Course "Fundamentals of Inclusive Pedagogy" in the Professional Training of Future Primary School Teachers for Pedagogical Observation

Abstract

The article analyzes the content of the course "Fundamentals of Inclusive Pedagogy", substantiates the necessity of introducing the topic of pedagogical observation, and determines its significance for enhancing the practical orientation of future teachers' professional training. The purpose of the article is to provide an analytical interpretation of the content of the academic discipline "Fundamentals of Inclusive Pedagogy", to theoretically substantiate the feasibility of including the topic of pedagogical observation in its structure, and to develop a didactic resource aimed at forming future primary school teachers' readiness to identify children's special educational needs. Research methods. The study employed a set of interrelated methods, including theoretical methods (analysis, synthesis, generalization, and systematization of scientific sources), structural and functional analysis of the course content, as well as methods of pedagogical modeling for designing the didactic resource. Research objectives included conducting an analytical review of the course content, identifying its potential in developing future teachers' professional competence, substantiating the necessity of introducing the topic of pedagogical observation, and determining the forms and methods of its implementation in professional training. Research results. It has been established that the content of the course "Fundamentals of Inclusive Pedagogy" is logically structured and ensures the formation of cognitive and partially activity-based components of professional competence. At the same time, insufficient representation of pedagogical observation as an independent content component has been identified. The feasibility of introducing the topic "Pedagogical Observation as a Professional Tool…" has been substantiated, and a didactic resource has been developed, including lectures, seminars, practice-oriented activities, and instrumental support in the form of a pedagogical observation chart. Conclusions. It has been proven that the inclusion of the topic of pedagogical observation in the course content contributes to enhancing the practical orientation of future teachers' professional training, the development of their diagnostic and reflective competence, and ensures their readiness for effective activity in an inclusive educational environment.