The Influence of Inclusively-oriented Courses on the Level of Formation of Future Teachers' Inclusive Competence in the Process of Training

The relevance of the research problem is determined by the creation of a single educational space based on the ideas of inclusion in Russia. The urgent problem is the continuous analysis of the architecture of the main professional educational programme based on the timely monitoring of the results of mastering the program by students. Astrakhan State University has accumulated sufficient experience for generalization and dissemination. The goal is to identify the impact of inclusively-oriented courses on the level of formation of future teachers' inclusive competence. The methods utilized are observation, interview, questionnaire, methodology for studying the motivation of professional activity, methods for diagnosing pedagogical tolerance, pedagogical experiment, quantitative and qualitative analysis of the results. The hypothesis is the formation of inclusive competency will be more effective when students study the "Inclusive teacher competency" course. The empirical study was carried out in 2015-2020 at Astrakhan State University on the number of compulsory disciplines and the elective course called "Teacher's inclusive competency." During the period of work on constructing meaningful and technological support for preparing future teachers for professional activities in the context of inclusion, 9478 students of all faculties were covered. It was revealed that the students of the experimental group showed a higher level of inclusive competency development. The obtained results became the basis for adjusting the main professional educational programme: an elective discipline was included in the compulsory block. The results suggest that the level of formation of future teachers' inclusive competence is affected by the potential of all the pedagogical disciplines and the adding of inclusively-oriented courses in the educational content. It is proved that monitoring the results of the development of the programme, the analysis of the architecture of the main professional educational programme and its timely correction contribute to more effective preparation of students for the implementation of inclusion.