PEDAGOGICAL FOUNDATIONS OF AN INCLUSIVE APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

This article scientifically examines the pedagogical foundations of an inclusive approach in the professional training of future primary school teachers. The study analyzes the essence and content of inclusive education, its main principles, and its role within the primary education system. It also explores the process of developing inclusive competence in future teachers, the relationship between theoretical knowledge and practical skills, as well as issues related to the individualization of the educational process. During the research, students’ attitudes toward inclusive education, their level of knowledge, and practical readiness were studied, and existing problems were identified. Based on the findings, scientific and practical recommendations were developed for the effective implementation of an inclusive approach, improvement of professional training quality, and enhancement of the pedagogical process. This study is of significant importance for the development of inclusive education and the improvement of teacher training systems.本文以科学严谨的学术范式，探析未来小学教师职业培训中融合教育路径的教育学根基。本研究剖析了融合教育（inclusive education）的本质内涵与核心内容、主要原则，及其在小学教育体系中的定位与功能；同时探究了未来教师融合教育胜任力（inclusive competence）的培育路径、理论知识与实践技能的内在关联，以及教育过程个性化相关的学术议题。研究过程中，课题组针对师范生对融合教育的态度、知识储备水平与实践准备度展开调研，并梳理出现存的各类问题。基于上述研究发现，本研究针对融合教育路径的有效落地、职业培训质量的优化，以及教学过程的完善，提出了兼具科学性与实践性的优化方案。本研究对于融合教育的发展与教师培训体系的完善均具备重要的学术与实践价值。