Methodological basis for readiness of future language teachers to work in conditions of inclusive education
DOI:
https://doi.org/10.29051/el.v7iesp.8.16381Keywords:
Inclusive education, Teacher readiness, Language education, TeachersAbstract
The modern information society has changed information, knowledge, and technology into the leading resource. Reforms in the field of language education in the Republic of Kazakhstan have a humanistic orientation, where a special place is occupied by the education of persons with disabilities in development. The primary objective of the present study is to investigate an actual topic of today, the formation of language teachers' readiness to work in an inclusive education. In the context of reforming education in the Republic of Kazakhstan, there is a need to train foreign language teachers with new conceptual thinking, who understand the essence of the ongoing socio-pedagogical processes. Based on the analysis of theoretical and methodological literature, research works, the main theories and approaches are revealed that form the methodological basis for the formation of foreign language teachers' readiness to work in inclusive education.
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