DESIGN OF TRAINING AND PROFESSIONAL TASKS SYSTEM FOR THE FORMATION OF INCLUSIVE COMPETENCE OF FUTURE TEACHERS

Abstract

The article is devoted to the analysis of problems of designing a system of educational and professional tasks aimed at forming inclusive competence among the future teacher in the context of the transformation of higher pedagogical education. The study aims to develop and justify the structure and stages of designing a system of educational and professional tasks to form inclusive competence for the future teacher. The tasks of substantiation of structural and functional design components of these tasks, identification of their types and design stages, as well as disclosure of the mechanism of transformation of an inclusive-oriented situation into educational and professional tasks are set and solved in the research. A system of multi-level tasks has been developed and substantiated, which acts as a content and technological preparation structure. The methodological basis of the study was made up of systemic, axiological, interdisciplinary and competence approaches, as well as key provisions of the theory of contextual learning and the task approach. The developed tool is relevant for teachers as subjects of the inclusive educational ecosystem of a pedagogical university.