INCLUSIVE COMPETENCE AS A COMPONENT OF THE FUTURE MATHEMATICS TEACHER’S PROFESSIONAL COMPETENCE

Abstract

The article deals with the concepts of «inclusive competence of a teacher» and «inclusive competence of a future mathematics teacher», with the latter being considered as a component of their professional competence. The aim of the article is to characterize inclusive competence as a component of professional competence and to analyze the content of its structural components. Research methods: analysis of scientific sources on the issues of inclusive education and the development of teachers’ inclusive competence to define the essence of the concept «inclusive competence» and its structure, as well as comparison, systematization, and generalization to characterize the content of the inclusive competence components in future mathematics teachers. The inclusive competence of future mathematics teachers is defined as an integral personal and professional characteristic and a component of their professional competence. The structural components of inclusive competence in future mathematics teachers have been identified and characterized: motivational-value, cognitive, activity-operational and reflective. The cognitive and activity-operational components of inclusive competence in subject teachers reflect the content and specifics of a particular subject or field of knowledge (such as physics, mathematics, physical education, etc.) and the specifics of teaching these subjects in an inclusive educational environment. components refer to the organization of an inclusive educational environment where children with special educational needs will study. Key skills include the ability to adapt learning materials to suit the students’ awareness, taking considering their special perception, memory and way of thinking, as well as offering engaging forms and methods of teaching. In this context, it is important to draw on the achievements of primary school mathematics teaching methods, such as the «Numicon» (method, Cuisenaire rods, Dienes’ method, edutainment technologies, eidetic techniques and mnemonic devices). The cognitive and activity-operational components of inclusive competence in future mathematics teachers are continuously developing, updated with information about new resources, methods, technologies and opportunities for organizing mixed and distance learning for children with special educational needs (such as online platforms). They are also enhanced by the teachers’ experiences. It has been proven that to ensure the efficiency of inclusive education and the development of mathematical competence in students with special educational needs, a comprehensive preparation of future mathematics teachers for professional activity in an inclusive environment is necessary. This should be based on the unity of theoretical and practical components at the general pedagogical, methodological and specialized levels. It is also important to create conditions and motivate future mathematics teachers to develop their inclusive competence through self-education and informal learning.