Abstract:

This article presents a theoretical analysis of the issue of person-centered training for future teachers in the context of the current challenges of inclusive education. The relevance of the study stems from the need to ensure high-quality professional training of teaching staff capable of effectively conducting educational activities in a diverse student environment and implementing the principles of inclusion based on humanism, equality, and non-discrimination.

The paper reveals the essence of inclusive education as a socio-pedagogical phenomenon that involves creating conditions for the full participation of all children, particularly those with special educational needs, in the educational process. The importance of a person-centered approach as the methodological foundation for training future teachers is substantiated; this approach ensures that the individual educational needs, abilities, and potential of each learner are taken into account.

The key professional competencies of a future teacher necessary for working in an inclusive educational environment have been identified, including diagnostic, prognostic, constructive, organizational, and communicative skills. Particular attention is paid to the development of humanistic values, empathy, tolerance, pedagogical reflection, and the capacity for professional self-development as important components of a teacher’s professional readiness.

The article analyzes the role of the teacher as a facilitator of the educational process, capable of ensuring an individualized educational trajectory for the child’s development, as well as establishing effective communication with parents and other participants in the educational process. The importance of pedagogical support for families raising children with special educational needs is emphasized, as is the need to establish a partnership between the school and the family.

The main directions for improving the professional training of future teachers are outlined, including the integration of theoretical and practical components of training, the use of innovative pedagogical technologies, the development of inclusive competence, and the promotion of students’ personal and professional growth. It is concluded that the effective implementation of inclusive education is possible provided there is systematic, scientifically grounded, and person-centered training of teaching staff capable of meeting contemporary educational challenges.

Keywords: inclusive education, student-centered approach, future teacher, professional training, children with special educational needs, pedagogical competence.

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