Elena V. Polyakova

The relevance of the study is due to the contradiction between the established model of professional training of teaching staff, where theoretical learning dominates, and the need of the modern education system for teachers who have not only the necessary combination of professional competences, but also professional subjectivity, as well as the readiness to work in a constantly changing educational environment. In these conditions, the format of "outdoor learning" acquires special significance, requiring scientific understanding and elaboration. The aim of this article is to substantiate the significance of the "outdoor learning" format for the practical training of teaching staff through the analysis of the characteristics of its perception by graduate students. The leading methods for the study were: interviews with graduate students in pedagogical studies who underwent practical immersion in the format of outdoor learning, and thematic analysis of the interview transcripts. The study obtained results that allow: to systematize the subjective assessments of the participants concerning the impact of the "outdoor learning" format on their practical training and professional development; to identify the relationship between the degree of their engagement in practice and professional socialization; to substantiate that "outdoor learning" is not an addition, but an independent format of teacher training that promotes the development of professional agency. The theoretical significance of the study lies in clarification of the content of the "outdoor learning" format in the context of students' professional development and its influence on the development of practice-oriented teacher training programs at the university. The practical significance lies in justification for the inclusion of immersion practice based on "outdoor learning" with elements of continuous mentoring in teacher training programs for graduate students.

The relevance of the study is due to the contradiction between the objective need of the inclusive education system for teachers who are ready to build partnerships with parents raising children with disabilities and special needs and create conditions for their effective parental participation in their children's school education, on the one hand, and the lack of effective forms of future teachers’ practical training for the inclusive education system that helps them gain experience in partnership with parents raising children with disabilities and special needs, as well as creating conditions for effective school parental participation in inclusive education, on the other hand. The aim of this article is to argue for the actualization of the need to prepare teachers to build partnerships with parents of children with disabilities and special needs and to explore the potentials of the «learning by service» approach in implementing new forms of practical training for graduate students who are ready to create conditions for effective parental participation in teaching their children in the context of inclusive education at school. The leading research methods were theoretical analysis and the questionnaire method for obtaining empirical data. Based on the «learning by service» approach, a form of practical training for teachers on the master's degree program is proposed, which ensures the acquisition of experience working with parents of children with disabilities and special needs. In the course of the study, the results were obtained which help to find out the attitude of parents and teachers to the role of parental involvement in the development of inclusive education. The authors conclude that teachers of inclusive education should be trained at the higher education level to build partnerships with parents of children with disabilities and special needs and to promote their active participation in the process of educating their children in a modern inclusive school. The theoretical and practical significance of the article lies in the fact that it identifies the specifics of parental involvement in inclusive education, actualizes the need to train teachers to ensure it. Based on the «learning by service» approach, a form of practical training for teachers on the master's degree program is proposed, ensuring the acquisition of experience working with parents of children with disabilities and special needs.