The influence of interdisciplinary training on the professional development of primary school teachers in the context of inclusion

Abstract

The relevance of the study is determined by the growing requirements for the professional training of primary school teachers under the conditions of inclusive education development and the need to form educators’ ability to work effectively in a diverse educational environment. The modern practice of inclusive classroom functioning requires the integration of pedagogical, psychological, communicative, and digital approaches into the system of teacher training, which actualizes the need to reconsider the interdisciplinary foundations of pedagogical education.The purpose of the article is to substantiate the essence of interdisciplinary training and determine its role in the professional development of primary school teachers within an inclusive educational environment. The research methods are based on theoretical generalization, analysis and synthesis of scientific sources, a structural-functional approach, comparative analysis, and logical-analytical modeling aimed at identifying the relationships between the components of professional teacher training. As a result of the study, the essence of interdisciplinary training in the system of pedagogical education has been analyzed, and its significance for forming the professional readiness of future primary school teachers to work in an inclusive environment has been determined. It has been revealed that the integration of pedagogical, psychological, and communicative components of training contributes to the development of professional adaptability, inclusive competence, interdisciplinary interaction skills, and the ability to individualize the educational process. Organizational and methodological approaches to implementing interdisciplinary training have been substantiated, including integrated educational modules, case methods, professional simulations, team-based learning, and the use of digital technologies. Key scientific and practical problems of teacher training have been identified, particularly the fragmentation of interdisciplinary integration, insufficient practical orientation of educational programs, low readiness for teamwork, and psychological overload in an inclusive environment. The conclusions prove that the effectiveness of professional training for future primary school teachers is ensured through the systematic integration of interdisciplinary approaches, strengthening practice-oriented learning, and developing educators’ professional flexibility. Prospects for further research are associated with the development of adaptive models of interdisciplinary teacher training and the assessment of the effectiveness of integrated approaches within the system of inclusive primary education.