Amina А. Niyazova

One of the components of professional training at the university is the formation of socio-cultural values among future teachers: the values of a person as a free and self-sufficient personality; the values of the culture of communication and relationships; the values of the formation of a common culture of personality and activity; the values of socio-cultural upbringing, education and moral culture of personality. The formation of the above-mentioned values is significant in the work of a teacher with students, including those with disabilities, in conditions of special and inclusive education. The aim of the article is to analyze the factors and determine the conditions for the formation of socio–cultural values among future teachers for the system of special and inclusive education. The article presents an analysis of current theoretical and practical research in the field of formation of socio-cultural values in the process of professional training of preservice teachers for the system of special and inclusive education. The leading methods of studying the problem were the method of expert assessment and the method of analytical processing of information. The authors of the article, based on the analysis of scientific works by teachers-researchers, identified factors (mediation of changes in education by the socio-cultural values, transformation of the socio-cultural environment and socio-cultural risks, the potential of the socio-cultural environment of the university, multiculturalism of the educational space) and conditions (building an educational trajectory with the inclusion of elective disciplines and courses in the curriculum using problem situations and cases; the inclusion of preservice teachers of special and inclusive education in socially significant volunteer activities) for the formation of socio-cultural values among future teachers of special and inclusive education. The theoretical significance of the research is in identifying the factors of formation of socio-cultural values among future teachers of special and inclusive education and expanding approaches to their application in the process of vocational training. The practical significance lies in the development and implementation of conditions for the formation of socio-cultural values in the professional training of future teachers of special and inclusive education.