FORMING METHODOLOGICAL COMPETENCIES OF PRE-SERVICE PRIMARY SCHOOL TEACHERS IN INCLUSIVE EDUCATION CONTEXT
This article examines the issue of forming methodological competencies of pre-service primary school teachers in the context of inclusive education. The main objective of the study is to identify the content, forms, and effective technologies of methodological training for teachers prepared to work in inclusive educational environments. The research determines the level of inclusive competencies among pedagogical students and develops an effective methodological training model. The findings confirm that inclusive-oriented methodological training significantly enhances the professional readiness of future teachers
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