TRANSFER OF EUROPEAN INCLUSIVE EDUCATION PRACTICES INTO TEACHER TRAINING: ARRIERS, RISKS, AND ADAPTATION MECHANISMS

Abstract

The article examines the problem of transferring European inclusive education practices into Ukraine's teacher training system. The relevance of the topic is determined by European integration processes, the renewal of professional requirements for teachers, the expansion of inclusive education, and the need to form future teachers' readiness to work with the diversity of learners' educational needs. The purpose of the article is to theoretically substantiate the barriers, risks, and adaptation mechanisms of European inclusive education practices in teacher education. The methodological basis includes competence-based, comparative-pedagogical, systems, and contextual approaches. The study uses analysis of international and national documents, generalization of scientific sources, comparative analysis, and structural-functional modeling. The transfer of inclusive practices is interpreted not as mechanical borrowing, but as a process of pedagogical reconstruction of values, competences, methods, partnership models, and support systems in accordance with the national educational context. Value-normative, content-related, methodological, organizational, resource, and assessment barriers are identified. The risks of formal, fragmented, under-resourced, culturally insensitive, and administratively overloaded transfer are determined. The article proposes adaptation mechanisms: competence mapping of European inclusive teacher profiles, modular integration of inclusive content into educational programs, practice-oriented learning, interprofessional cooperation, supervision support, development of universal design for learning, and formation of indicators of future teachers' inclusive readiness. The practical significance of the study lies in the potential to use the proposed provisions to update teacher education programs, organize school-based practice, and design professional development courses for teachers.