Development of Teachers’ Pedagogical Competence in Inclusive Education Settings

The purpose of this study is to analyze the current state of the process of developing the pedagogical competence of general secondary school teachers within inclusive education settings, to identify the key factors influencing this process, and to formulate effective directions for enhancing such competence. A comprehensive methodological approach was employed, incorporating theoretical analysis, comparative-typological methods, questionnaires (surveys), and observation. The survey involved 186 teachers working in general secondary schools across various regions of Uzbekistan, and the collected data were processed using both quantitative and qualitative analytical techniques. The findings indicate that while the majority of teachers generally support the concept of inclusive education, their practical and methodological preparedness remains insufficient. Significant gaps were identified in special pedagogical knowledge, individualized lesson planning, and psychological-pedagogical support skills. The article proposes a four-component structural model of inclusive competence comprising cognitive (knowledge), practical (skills), motivational-value, and reflective components adapted to the context of the national education system. This model integrates international theoretical approaches with the specific characteristics of the local educational environment.