INNOVATIVE TECHNOLOGIES AS A MEANS OF DEVELOPING THE METHODOLOGICAL COMPETENCE OF FUTURE TEACHERS IN AN INCLUSIVE PROCESS

Abstract

This article examines the problems of developing the methodological competence of future teachers and modern ways of implementing them. The study was conducted with the aim of scientifically identifying effective ways of using innovative technologies for the optimal integration of future teachers into the inclusive process. A set of research methods and materials (analysis of scientific and regulatory literature, generalization and comparative pedagogical analysis, pedagogical experiment with elements of questioning, observation, analysis, statistical methods, and expert interviews) aimed at achieving the set goals and objectives of the study were used. Their application made it possible to study the issues in detail. The results of the diagnosis of changes using two methods showed the high effectiveness of innovative technologies in the development of students' methodological competence. Their use in the experimental group showed better results both in the acquisition of theoretical knowledge and in the application of pedagogical approaches based on modern inclusive technologies. The hypothesis about the positive impact of innovative technologies on the formation of methodological competence of future teachers has been statistically confirmed. Additionally, the use of innovative technologies has a statistically significant connection with increasing the level of methodological competence and readiness for work of future teachers in the conditions of inclusive education. Practical recommendations have been developed for students of pedagogical specialties on the optimal implementation of innovative technologies for the formation of methodological competencies required for inclusive education.