Affiliation:
1. Bila Tserkva Institute of Continuous Professional Education, Ukraine.
2. Masaryk University Brno, Czech Republic.
3. V.O. Sukhomlynsky Mykolayiv National University, Ukraine.
4. Sumy State Pedagogical University named after A. S. Makarenko, Ukraine.
5. Yuriy Fedkovych Chernivtsi National University, Ukraine.
Abstract
In the article, to research the place of inclusive competence in the professional training of future teachers, the ways of forming inclusive competence in the professional training of future teachers, and the development of pedagogical conditions for the formation of inclusive competence, we found out the state of inclusive readiness of future students for inclusive activities among students. The results of the ascertainment experiment showed the need for the formation of inclusive competence in future teachers as early as possible and to continue throughout their lives with the aim of highquality inclusive education of students. For the formation of inclusive competence of future teachers, we identified the components of inclusive competence, clarified the place of inclusive competence in society and the teacher's professional activity, revealed the content of axiological, anthropological, holistic, personal, activity, differentiated, competence approaches, clarified important principles and developed and implemented pedagogical conditions for the formation of inclusive competence with the aim of quality inclusive education of students. As a result of the conducted research, we observe a higher formation of inclusive competence in the experimental groups than in the control groups.