STRUCTURE OF INCLUSIVE COMPETENCE OF FUTURE TEACHERS-VOLUNTEERS

Abstract

The article analyzes the concepts of "inclusive competence", "volunteer", "volunteering",
"volunteering", "volunteer movement", "volunteering" and formulates the definition of "inclusive
competence of future volunteer teachers". We understand the inclusive competence of future volunteer
teachers as a complex system of future teachers' abilities to volunteer in an inclusive educational
environment, which is manifested in their values of inclusive education and involves emotional,
empathetic, socionic, communicative skills in working with people with special needs. educational needs.
The structure and components and indicators of inclusive competence are studied, the relationship
between the formation of inclusive competence, preparation of future teachers for volunteering and the
component composition of the readiness of future volunteer teachers to work in an inclusive educational environment is emphasized. It is determined that the readiness of future teachers to volunteer in an
inclusive educational environment will mean the inclusive competence of volunteer teachers, which
includes: value-motivational, content-procedural, emotional-volitional, reflective components. We believe
that inclusive competence is a component of professional competence and is inextricably linked with the
process of implementing personally and socially important activities. It was emphasized that the inclusion
of inclusive competence and the introduction of volunteering in educational activities will promote the
professional development of future teachers. Barriers to the spread of volunteering in educational
institutions have been identified and ways to overcome them in an inclusive educational environment by
future volunteer teachers have been suggested.