METHODOLOGICAL APPROACHES TO THE TRAINING OF THE FUTURE PRIMARY CLASS TEACHERS TO IMPLEMENTATION PROFESSIONAL COMPETENCES IN THE INCLUSIVE EDUCATIONAL SPACE

Abstract

The article presents definitions of methodological approaches to the process of training future primary school teachers to implement professional competencies in an inclusive educational space, built on the principles of the general structure of the methodology at the levels: philosophical, general scientific, specifically scientific, and the level of specific research. The basis for choosing a "methodological approach" to the training of future primary school teachers is determined by the philosophical principles of dialectics, which are characterized in the article as a methodological basis that determines the general scientific outlook of the researcher, forms the basis of the research practice strategy, influences the choice of constructs and algorithms for the implementation of the research strategy. According to the author, the success of training future primary school teachers for the realization of professional competences in an inclusive educational space is ensured by methodological approaches: dialectical unity of theory and practice; systemic, synergistic, axiological, competence-based, activity-based, person-oriented, inclusive, as a conceptual basis for the production of a system model. The use of the activity approach in research contributes to: updating the content of the methodological orientation of the training of specialists in the Primary education specialty; implementation of the latest scientific technologies, educational innovations during the implementation of professional competences in an inclusive educational space in accordance with the requirements of the pedagogical labor market; taking into account the aspects of digitization and digitization, the Concept of the New Ukrainian School; expanding the problems of experimental research in preparation for the implementation of the principles of the philosophy of inclusion in one's own practical activity. It is noted that the leading aspect of the inclusive approach is the centrist system of education, in which focus on the interests and satisfaction of the requests of all subjects of the educational process are declared to be the main values. It was determined that the inclusive approach creates conditions for the realization of rights and opportunities for each student of education, regardless of the level of education, provides equal access to quality education, the creation of a positive educational climate, support and understanding of each individual student in the generalized system of inclusion.