STRUCTURE AND CONTENT OF SOCIAL-PEDAGOGICAL COMPETENCES OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE CONDITIONS OF INCLUSIVE EDUCATION

Abstract

The article examines the essence, structure, and content of the socio-pedagogical competence of future foreign language teachers in the context of inclusive education. The purpose of the study is to provide a scientific justification of the structural components of socio-pedagogical competence required for future foreign language teachers to work in inclusive educational settings, as well as to empirically determine the level of its formation.
The analysis of contemporary scientific and pedagogical literature indicates that the socio-pedagogical competence of foreign language teachers in an inclusive environment is a complex and integrative phenomenon. Its development requires interdisciplinary and system-activity approaches. The modernization of higher pedagogical education is aimed at updating the content of bachelors degree programs in order to ensure equal access to foreign language learning for students with special educational needs (SEN).
It has been established that socio-pedagogical competence reflects the unity of theoretical training and practical skills of a future teacher, aimed at pedagogical support, socialization, and adaptation of heterogeneous groups of learners through a foreign language. The article substantiates four key components of this competence: value-motivational, cognitive, activity-communicative, and reflective-evaluative.
The empirical part of the study presents the results of a survey conducted among second-year students of the pedagogical faculty at Abylai Khan Kazakh University of International Relations and World Languages, majoring in “Foreign Language Teaching (Two Foreign Languages)” (sample size: 150 students). The findings reveal that the value-motivational component is highly developed among the majority of students, whereas the cognitive and activity components related to the practical implementation of socio-pedagogical support in inclusive classrooms are at medium and low levels. These results substantiate the need to introduce specialized socio-pedagogical modules into the system of future teacher training.