Abstract
The article discusses the impact of the inclusive educational environment on professional formation and its scientific assessment in the process of training future teachers. The implementation of the principles of inclusive education in the modern education system imposes new requirements on the content of teaching staff training. However, in practice, the assessment of the inclusive educational environment is often limited to organizational or formal indicators, and its real impact on the professional training and educational practice of future teachers is not sufficiently studied. In this regard, there is a need for a comprehensive study of the inclusive educational environment as a pedagogical resource that contributes to the professional development of future teachers. The purpose of the study is to identify the role of the inclusive educational environment in the formation of professional competencies in the process of training future teachers and justify the possibilities of combining quantitative and qualitative approaches to its assessment.
In the course of the study, an analysis of the scientific literature was carried out to identify the theoretical foundations of the inclusive educational environment. At the empirical stage, a mixed methodological approach was used, survey and content analysis methods were used. This approach made it possible to comprehensively consider the views of future teachers regarding the inclusive environment, professional positions and the level of formation of skills used in inclusive practice. The results of the study showed that the inclusive educational environment has a positive impact on the formation of humanistic and personality-oriented professional positions of future teachers. At the same time, the data obtained revealed that although the level of value perception of the principles of inclusive education by future teachers is high, the formation of professional skills associated with their implementation in real pedagogical practice is uneven. There was a need for methodological support, especially in the areas of adaptation of the assessment of educational achievements, differentiation of educational tasks and planning of training taking into account the individual characteristics of students. The article substantiates that the combined use of quantitative and qualitative approaches to assessing the inclusive educational environment allows us to more fully characterize the professional training of future teachers. The results of the study can serve as a scientific and practical basis for determining the directions of development of an inclusive educational environment in the system of training teachers and improving the practice of inclusive education.