Shevchenko M. Formation of the inclusion competence of future physical education teachers in professional training

In the dissertation research, a comprehensive solution to the problem of modern pedagogical science and practice was implemented – the formation of inclusion competence of future physical education teachers in institutions of higher education. The aim of the study was to scientifically substantiate and experimentally test the pedagogical conditions and the model of formation of inclusion competence of future teachers of physical education. The scientific novelty of the obtained results is that: for the first time, the pedagogical conditions for the formation of inclusion competence of future physical education teachers were defined and scientifically substantiated (strengthening of interdisciplinary connections by updating the content of psychological, pedagogical and professional disciplines taking into account the specifics of inclusion in physical education; encouraging future teachers to self- educational activity for mastering modern inclusive technologies of physical education; creation of an inclusion-oriented educational environment of a higher education institution, which encourages future teachers of physical education to develop individual programs of physical education for students with special educational needs); a model for the formation of inclusion competence of future physical education teachers was developed (methodological and target-oriented, instrumentally supportive, parametric and resultative blocks); the structure of inclusion competence of physical education teachers was determined (epistemological and professional, praxeological and monitoring, axiological and motivational components); evaluation criteria (cognitive and professional, practical diagnostic, instructional and orientational) with corresponding indicators; the levels of formation of inclusion competence were characterized (worldview and functional, optional and productive, reproductive and normative); the concepts of “inclusion”, “inclusion competence” have been clarified; the method of diagnosing personal and professionally significant qualities of future physical culture teachers gained further development. The practical significance of the obtained results lies in the development of a methodology for the implementation of the model for the formation of inclusion competence of future physical education teachers (informational and integrative, functional and explanatory, competence-based and self-realization stages); development of an algorithm for planning purposeful theoretical familiarization and self-reflective practice for students, with the aim of acquiring interdisciplinary information about the content of the concepts “inclusion”, “inclusion competence of the NUS teacher” and the experience of its implementation in the educational environment of educational institutions. A series of practical classes was elaborated, which provided students with the ability to develop a complex of facilitating and habilitating effects on the student in the system of health- improving and pedagogical measures aimed at socializing children with special educational needs.