Journal of Social Sciences and Humanities Research Fundamentals
48
9
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TYPE
Original Research
PAGE NO.
48-52
DOI
OPEN ACCESS
SUBMITED
13 March 2025
ACCEPTED
09 April 2025
PUBLISHED
11 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Professional Training of
Teachers in Inclusive
Education: Competences
and Integration
Muxayyo Umaralieva
Head of Department, Doctor of Philosophy (PhD) in Pedagogical Sciences,
Associate Professor, National Institute of Educational Pedagogy named
after Qori Niyazi, Uzbekistan
Abstract:
The article analyzes the fact that the
professional training of teachers in inclusive education
should include not only pedagogical knowledge, but also
moral qualities and personal abilities. Also, special
attention is paid to the mutual integration of
professional knowledge, skills and personal qualities in
the formation of the inclusive competence of a teacher.
Keywords:
Inclusive competence, socio-pedagogical
activity, professional training of a teacher, psychological
and pedagogical diagnostics, pedagogical diagnostics,
inclusive education, competency models, experimental
research, methodology.
Introduction:
Inclusive competence of teachers of a
general education institution is a synthesis of
knowledge, skills and qualifications necessary for the
successful
implementation
of
socio-pedagogical
activities.
This convincingly proves that the preparation of a
teacher for an inclusive environment should be aimed
not only at mastering the necessary knowledge and
skills, but also at cultivating high moral qualities,
forming the ability to act adequately in appropriate
situations, and taking responsibility for one's own
activities.
Having analyzed the literature devoted to the study of
the problem of inclusive competence of a teacher, we
came to the conclusion that inclusive competence of
teachers is an integrated indicator, a personal
characteristic that includes professional theoretical and
practical knowledge, abilities and skills. There are also a
number of professionally important and personal
qualities that determine the readiness and ability to
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Journal of Social Sciences and Humanities Research Fundamentals
carry out professional activities.
Its components form professional competence.
However, scientists do not have a single approach to
distinguishing the components of professional
competence and their content.
The model of professional competence of a teacher
was presented by O. Bilyakovskaya and defined by the
scientist as an imaginary model of the components
that form an ideal specialist, emdiving social needs
and requirements, reflecting the requirements for a
modern school teacher. It includes general cultural,
cooperative, valeological, managerial, information-
technological, autopsychological, predictive-reflective,
psychological-pedagogical, social, communicative-
situational, methodological, cognitive-technological
competencies.
Socio-pedagogical competence is a holistic indicator of
personal development, characterized by a synthesis of
theoretical socio-inclusive knowledge, practical skills
and
qualifications,
personally
significant
and
professionally important qualities necessary for the
successful implementation of socio-pedagogical
activities, the ability to use them to solve standard and
non-standard
socio-pedagogical
situations
and
problems associated with the education of various
children in the inclusive environment of a
comprehensive educational institution. However,
based on the foundations of the previous section of the
essence of the socio-pedagogical activity of a teacher
of general secondary educational institutions, we
consider the socio-pedagogical competence of
teachers' professional activities in inclusive education
to be their ability to use professional knowledge, skills
and abilities to solve standard and non-standard
problems. Standard pedagogical tasks and problems
associated with the joint education of children with
different levels of psychophysical development are a
set of professional, methodological and psychological
abilities to implement multifunctional activities in
inclusive education.
We define the content of the socio-pedagogical
competence of teachers of inclusive classes of a
general education
institution
as
professional
competence and consider it as the acquisition of
knowledge on the following issues:
–
state approaches to organizing the education of
children with health-related disabilities;
–
the main categories of general, special and
correctional pedagogy, general and special psychology;
–
features of the psychophysical development of
various categories of individuals under the influence of
congenital or acquired factors;
–
psychological and pedagogical learning methods;
–
individualization and differentiation of education to
ensure the educational needs and capabilities of each
student;
–
methods and forms of working with parents of
students, etc.
We also concluded that teachers in an inclusive
environment should have the following skills:
–
diagnose individual indicators of various properties
and qualities of different students, dynamically measure
them;
–
introduce general pedagogical and corrective and
developmental educational technologies;
–
identify deviations in the development of younger
schoolchildren and participate in their psychological and
pedagogical support;
–
implementing an individual and differentiated
approach to influence each member of the diverse
school community;
–
forming the interest of students with general
development in positive interactions with their peers
with special educational needs;
–
organizing various forms of pedagogical training aimed
at developing the knowledge of parents on the
implementation of inclusive education.
Taking into account the above analysis, we conclude
that the professional preparation of teachers of general
secondary educational institutions for work in the
inclusive environment of a comprehensive educational
institution requires the formation of the skills and socio-
pedagogical competences given to them.
A set of scientific and pedagogical research methods
was used to diagnose the results of professional
preparation of teachers of general secondary
educational institutions for work in the inclusive
environment
of
a
comprehensive
educational
institution, among which the most relevant are:
1. Empirical methods of pedagogical research: studying
the products of students' activities or individual
achievements of students in a certain period of study as
a method of recording, accumulating and evaluating
them; rating method as a method of determining the
personal qualities of a teacher of an inclusive general
educational school; psychological and pedagogical
testing method; survey method.
2. Theoretical methods of pedagogical research:
analysis and synthesis; induction and deduction;
comparison and classification; generalization and
systematization.
3. Mathematical and statistical methods of pedagogical
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experimentation: modeling method; rating method;
registration procedure; measurement method.
Determining the level of formation of socio-
pedagogical competence of teachers of an inclusive
general secondary educational institution is carried out
using diagnostic tools as a product of professional
training in a general educational institution of higher
pedagogical education. This, in turn, provides a wide
range of indicators characterizing the state of
knowledge acquisition of students.
Firstly, pedagogical diagnostics, as a type of activity
consisting in identifying and studying signs
characterizing the state and results of the educational
process, allows you to predict possible deviations in
this process, determine ways to prevent them. It also
provides adjustments to improve the quality of the
educational process. Secondly, we will pay attention to
psychological diagnostics as a means of identifying
individual psychological qualities of a person.
Psychological and pedagogical diagnostics, in turn,
involves determining the level of formation of the
components of socio-pedagogical competence using a
set of techniques that allow for the correct assessment
of the educational needs of students, the development
of mental qualities in future primary school teachers in
an inclusive educational institution. We organize the
diagnostic process as obtaining, studying and
comparing information about the professional training
of students, the past and present, determining the
effectiveness of the introduction of teaching methods
for students, and summarizing their state and
development in the process of designing the future. In
our opinion, pedagogical and psychological diagnostics
act as interrelated and mutually reinforcing
procedures.
In solving the problem of diagnosing the socio-
pedagogical competence of teachers of a general
educational institution working in an inclusive
environment, we set ourselves the goal of choosing
methods for comprehensively studying the cognitive,
activity and personal professional components of
socio-pedagogical competence. Validity (from English
valid - true, valid, appropriate) is a complex
characteristic
of
the
methodology,
reflecting
information about the scope of the phenomena being
studied, as well as the level of representativeness of the
research process. Didactic diagnostics is used to
objectively assess knowledge, skills and competencies,
timely identify errors and deficiencies in knowledge,
determine the scope, level and quality of students'
educational achievements. It provides control,
verification and assessment of knowledge, skills and
competencies. The reliability of diagnostics is ensured
by the principles of planning, systematicity, objectivity,
openness and transparency, taking into account the
individual capabilities of students, and a differentiated
assessment of students' academic success.
The quality of the formation of socio-pedagogical
competence of future inclusive primary school teachers
in a general education institution is characterized by
quantitative and qualitative indicators determined
during the assessment.
Assessment is defined as a quantitative indicator of the
quality of the results of students' educational activities
and is expressed in points according to the assessment
system established in the higher pedagogical education
institution, namely: a 100-point transfer-modular
assessment system of knowledge; transparent, as it
ensures constant monitoring of the educational process,
which is then converted into an assessment at the
national level. The development of knowledge
assessment and, at the same time, the formation of
socio-pedagogical competence in the process of
professional training of teachers of general secondary
education institutions for work in an inclusive
environment of a general education institution is a
single methodology for determining grades by the level
of educational achievements (table 2.1). This
methodology was used as a basis for assessing the
success of mastering educational material in
pedagogical disciplines (Appendices A. 1 - A. 6).
Table 2.1
Teachers' educational achievement levels
Levels
Evaluation criteria
National
assessment
Rating
points
Elementary
The teacher's answer is predetermined by the
initial, fragmentary, initial thoughts of the topic
being studied
Unsatisfactory
1-34
35-59
Medium
Satisfactory
60-69
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The teacher repeats the main material, he can solve
tasks according to the model, has elementary skills
of educational activity.
70-74
Adequate
The teacher has mastered the important signs of
concepts, phenomena, laws and the connections
between
them
and
independently
applies
knowledge in standard situations, has mental
operations, knows how to draw conclusions and
correct errors. The teacher's answer is complete,
correct and logical, although there are no specific
arguments, but it is justified. He is able to
independently carry out the main types of
educational activity
Good
75-84
85-89
Advanced
The student's knowledge is deep, solid,
generalized, systematic. He knows how to
creatively apply knowledge, his educational
activity has a research character, which is
characterized by the ability to independently
assess various life situations, phenomena and
facts, determine and defend a personal position.
Excellent
90-100
To determine the quality of the implementation of
experimental training aimed at the formation of socio-
pedagogical competence of future teachers working in
an inclusive environment of a general education
institution, the use of contextual education and the
comparison of learning outcomes with traditional
methods of teaching subjects were used, using
mathematical statistical methods, including arithmetic
mean.
Thus, the most common methods of didactic
diagnostics of the level of socio-pedagogical
competence of future inclusive primary school
teachers in a general education institution, in
particular, knowledge, skills and qualifications
(cognitive competence), are: oral (lecture, report,
conversation, reading, etc.) and written (control work,
pedagogical dictation, essay, term or diploma work)
control, testing, practical (business games, exercises,
laboratory work, etc.), graphic (drawing diagrams,
drawings, tables) verification, self-control and self-
assessment.
Psychological research methods were used to
determine the socio-pedagogical competence of
future teachers of inclusive education in a general
education institution. The methodology for diagnosing
the socio-pedagogical competence of a future teacher
of the primary class of inclusive education in general
education institutions was developed on the basis of
well-known and authorial tasks. In particular, the
questionnaire method was used to determine the level
of interest of teachers in socio-pedagogical activities in
an inclusive environment and the level of formation of
socio-pedagogical competence. This questionnaire is
called "Questionnaire for determining the level of socio-
pedagogical competence" and includes questions
designed to study the readiness of teachers to work in
an inclusive environment in a general education
institution.
The questionnaire was used as one of the types of
questionnaires, in which the respondent himself was
required to fill out a special form to answer the
questions. The answers to the questionnaire questions
reflected the state of general pedagogical and socio-
pedagogical knowledge (cognitive competence) and
methodological
abilities
and
skills
(functional
competence).
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