THE USE OF PROJECT TECHNOLOGIES IN THE CONTEXT OF TRAINING FUTURE EDUCATORS FOR PROFESSIONAL ACTIVITY IN THE CONTEXT OF INCLUSIVE EDUCATION IN PRESCHOOL EDUCATION INSTITUTIONS

The article discusses the methodological and practical aspects of preparing future educators for professional activities in inclusive education using project-based technologies. The article considers the peculiarities of implementing the project-based learning method. It is proved that project technologies, as a special type of intellectual activity, are promising and encourage creativity, independence, and mental activity, as well as optimization and intensification of the educational process. Particular attention is paid to the structure of project activities: preparation, planning, research, conclusions, presentation or report, evaluation of the result, and process. The developed algorithm of applying Bloom's taxonomy for the formation of inclusive competence during project activities based on the use of innovative technologies is presented. It is concluded that students’ participation in such work is a means of thorough and conscious learning of the basics of inclusive pedagogy, the peculiarities of interaction with children with special educational needs, strengthens the professional orientation of education in higher education institutions, teaches to compare and contrast different ways of solving pedagogical problems that arise in the process of working in an inclusive educational environment.