TEACHER READINESS AS A KEY FACTOR IN ORGANIZING LEARNING ACTIVITIES IN INCLUSIVE PRIMARY EDUCATION
Keywords:
teacher readiness, inclusive education, primary school, learning organization, inclusive pedagogy.Abstract
This article explores teacher readiness as a key factor in organizing learning activities within an inclusive primary education environment. The study analyzes pedagogical, psychological, and organizational aspects of teacher readiness and their influence on inclusive classroom practices. Based on theoretical analysis and observation of inclusive educational practices in primary schools in Uzbekistan, the research identifies core components of teacher readiness, including methodological flexibility, inclusive attitudes, and collaborative competence.
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References
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