PEDAGOGICAL DEONTOLOGY AS AN ETHICAL NORM OF PREPARING PRESCHOOL TEACHERS FOR WORK IN AN INCLUSIVE ENVIRONMENT

Abstract

The article analyzes pedagogical deontology as a key ethical norm that ensures the quality training of preschool teachers for work in an inclusive educational environment. The purpose of the study is to reveal pedagogical deontology as an ethical norm of preparing preschool teachers for work in an inclusive environment, which involves combining the theoretical foundations of professional ethics with the practical aspects of organizing the educational process. The research employed general scientific methods of cognition: analysis and synthesis, comparison, systematization, generalization, and logical-theoretical modeling. The results show that pedagogical deontology and ethics form the basis of professional activity for a preschool teacher, as they determine the system of duties, rules of conduct, and moral responsibility toward the child, the collective, and society as a whole. The study concludes that the integration of traditional humanistic values with modern pedagogical approaches creates a set of professional guidelines that ensure harmony between the teacher’s knowledge, beliefs, and practical actions. It is demonstrated that adherence to ethical norms not only establishes the teacher as a moral role model for children but also serves as an important factor in developing professional culture. The study proves that the teacher’s activity in an inclusive environment has specific features determined by both regulatory requirements and the real educational needs of children. It is shown that the teacher must design individual development programs, combine group and individual forms of work, apply a differentiated approach, and organize cooperation with parents and support specialists. The research reveals that inclusive education requires creating a psychologically comfortable and barrier-free environment, as well as applying special methods that ensure the integration of the child into the group and contribute to their overall development. The practical significance of the study lies in defining pedagogical deontology as an effective mechanism for the professional growth of teachers and for improving the quality of inclusive preschool education.