SCIENTIFIC AND PEDAGOGICAL FOUNDATIONS FOR FORMING METHODOLOGICAL READINESS OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE EDUCATION

Abstract

The article explores the scientific and pedagogical foundations of forming methodological readiness among future primary school teachers to work effectively in inclusive education environments. Inclusive education, being one of the leading trends in modern pedagogy, requires a new quality of professional training for teachers – one that integrates psychological, methodological, and special pedagogical competencies. The research substantiates theoretical and methodological principles for developing methodological readiness, reveals its structure, content, and stages, and highlights effective pedagogical conditions for its formation in higher education institutions. Based on the analysis of scientific literature, modern approaches, and educational practices, the article identifies the integral components of readiness: motivational-value, cognitive, operational, and reflective. The study emphasizes that the methodological preparedness of teachers is not only an indicator of professional competence but also a prerequisite for creating a humane, adaptive, and effective inclusive educational process. The proposed scientific-pedagogical model serves as a foundation for improving pedagogical education systems and provides guidelines for universities in training teachers capable of addressing the diverse needs of learners with special educational requirements.