INCLUSIVE COMPETENCE OF A FUTURE TEACHER: ESSENCE, STRUCTURE AND LEVELS OF DEVELOPMENT
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Author(s): | Shkerina T. A., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The relevance of the study stems from the need to theoretically conceptualize the essence, structural organization, and level characteristics of the inclusive competence of a future teacher as a key condition for their readiness for professional practice in a heterogeneous educational environment. Modern demands on teachers in the context of the transition to a post-non-classical model of education and the establishment of inclusive practices determine the need for a methodological rethinking of existing approaches to teacher training, overcoming traditional disciplinary boundaries, transforming an intradisciplinary orientation into an interdisciplinary one, as well as developing innovative models for the formation of inclusive competence that ensure the effective professional development of future teachers. The aim of this article is to provide a theoretical justification for the nature, structure, and level differentiation of inclusive competence in future teachers. The methodological framework of the study integrates systemic, ecosystemic, axiological, interdisciplinary, and competency-based approaches, enabling a multifaceted analysis of the phenomenon under study. The leading methods employed were theoretical analysis, modeling, systematization, and synthesis of scientific data. This methodological framework allowed for a broader perspective, moving beyond the traditional medical model of inclusion and presenting a socio-pedagogical interpretation of the inclusive competence of future teachers, drawing on the ecosystem approach paradigm. The study identified the structural components and subject-matter blocks of inclusive competence, correlated with the generalized job functions of the professional teacher standard and reflecting the specifics of the teacher’s future professional activity in a heterogeneous educational environment. Based on this, a matrix model of the structure of future teachers’ inclusive competence was developed and the levels of its development were determined. The scientific novelty of this study lies in the theoretical substantiation of its essence, the development of a matrix structure, and the level differentiation of inclusive competence of future teachers. A socio-pedagogical interpretation of the phenomenon under study is proposed, a matrix structure of inclusive competence in future teachers is developed, and criteria for assessing its development levels are proposed. | ||
| Keywords: | inclusive education, students with special educational needs, heterogeneous educational environment, basic values of inclusive education, inclusively oriented training, future teacher, inclusively oriented pedagogical activity, inclusive competence, matrix model of inclusive competence, components and subject-content blocks of inclusive competence, criteria and levels of development of inclusive competence |
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| For citation: | Shkerina T. A. Inclusive competence of a future teacher: essence, structure and levels of development. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):464—472. DOI: 10.25683/VOLBI.2026.76.1738. |
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