ECOSYSTEM MODEL OF INCLUSIVELY ORIENTED TRAINING OF THE FUTURE TEACHER

The relevance of the study is due to the need for a methodological rethinking of the system of professional training of teachers in the context of the transition to a post-classical model of education. Modern requirements for the professional activities of a teacher in an inclusive educational environment determine the need to overcome the traditional boundaries of formal education, transform the internal disciplinary orientation of training into an interdisciplinary one, and develop innovative models of professional development. The purpose of the article is to justify the presentation of an ecosystem model of inclusively oriented training of the future teacher. The research methodology is represented by the integration of ideas of systemic, ecosystem, axiological, interdisciplinary and competence approaches; analysis, modeling, systematization and generalization are identified as the leading research methods. Analysis of the results of the study made it possible to clarify the understanding of the phenomenon of inclusively oriented training of the future teacher by moving beyond the traditional framework of the medical model of inclusion; its socio-pedagogical interpretation based on the paradigm of the ecosystem approach is proposed. Groups of inclusive competences of the future teacher are highlighted, corresponding to the basic values of inclusive education, the general labor functions of the professional standard “Teacher...” and the features of future professional activities. The scientific novelty of the study is determined by the fact that it substantiates the structure of the ecosystem model of inclusively oriented training of the future teacher: the theoretical and methodological block allows ensuring the consistency and scientific validity of the preparation of future teachers to work in an inclusive education; the content and organizational block reflects the content and organizational features of inclusively oriented training presented at various system levels: individual, university, support level, national/regional and international levels; reflexiveevaluation unit performs system-forming function, providing integration of all preparation components. The developed ecosystem model of inclusively oriented training of the future teacher integrates the backbone features of the university educational ecosystem, which makes it possible to implement the axiological foundations of inclusive education in the training of teaching staff.

inclusive education, basic values of inclusive education, inclusively oriented training, future teacher, educational ecosystem of the university, inclusive educational ecosystem of the pedagogical university, modeling, ecosystem model, principles of inclusively oriented training, inclusive professional competences

Shkerina T. A. Ecosystem model of inclusively oriented training of the future teacher. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;4(73):501—508. DOI: 10.25683/VOLBI.2025.73.1445.