To make preschool inclusion successful and to have children gain the expected benefits, teachers need to be provided with functional teacher training programs that foster positive attitudes and provide them with a meaningful experience. The purpose of the study was to investigate the readiness of educators of preschool education institutions in Kyiv to work in inclusive classrooms. In the process of integration into the European community, Ukraine has focused on educational reforms, in particular, the creation of conditions for the introduction of inclusive education in educational institutions. The parameters of the research are taken into account, such as attitude to the idea of inclusion, possession of the necessary arsenal of pedagogical practices, understanding of barriers and ways to overcome them on the way to the organization of inclusive education. A structured questionnaire of preschool teachers attempts to reveal their attitudes towards inclusive education in general and to assess the conditions that promote or hinder the emergence of willingness and willingness to work in an inclusive group. The results of the study showed that a significant number of educators have a negative attitude to the idea of inclusion, believing that children should study in special groups or in special institutions (but not boarding schools). Educators name a number of barriers that prevent them from being positive about inclusive education, and underestimate their readiness for such work.

The purpose of the study was to investigate the readiness of educators of preschool education institutions in Kyiv to work in inclusive classrooms. The parameters of the research are taken into accounts, such as attitude to the idea of inclusion, possession of the necessary arsenal of pedagogical practices, understanding of barriers and ways to overcome them on the way to the organization of inclusive education. The results of the study showed that a significant number of educators have a negative attitude to the idea of inclusion, believing that children should study in special groups or in special institutions (but not boarding schools). The question of the determinants of educators' attitudes towards inclusive education, which are related to their work experience, seems to be important. The results showed that most respondents have 20-30 years of experience working with preschoolers in general developmental groups. The picture of educators of inclusive groups differs sharply: among them, 42% of people have work experience of up to 5 years. This trend may speak in favour of the ability to learn, interest in changes in education, a sense of potential and professional resources to work in more difficult conditions. Educators with 30 years of experience or more are wary of this choice. Only 8.9% of them found their interest in working with children with special educational needs.

The article reveals the state of formation of partnership pedagogy competence in accordance with the “New Ukrainian School” Concept and pedagogical standards of primary school teachers.The purpose of the article is to highlight the state of formation of partnership pedagogy competence among primary school teachers. In determining the competence of partnership pedagogy, we relied on cognitive, motivational-value, and practical-activity criteria. The role of a modern primary school teacher in the context of building his partnership with students and parents is outlined. The expediency of partnership with parents as important subjects of the educational process is emphasized.The pedagogy of partnership is substantiated as a factor in the formation of effective interaction of participants in the educational process based on the principles of pedagogy of partnership. The results of the research on the level of formation of partnership pedagogy competence of primary school teachers in interaction with participants of the educational process based on partnership pedagogy are presented.The leading essential feature of partnership pedagogy is proven, which is cooperation between the teacher, students and parents as equal participants in the educational process in a modern school.The conclusion is substantiated that an important task of the New Ukrainian School is a new format of partnership interaction between the teacher and parents, which allows defining a common vision of the child's development trajectory.The obtained results will help to adjust the process of improving the competence formation of partnership pedagogy among primary school teachers.The practical significance of the article is that its materials can be used in the organization of the educational process of general education institutions and primary school teacher training. Keywords: New Ukrainian school; competence; partnership pedagogy; criteria; indicators; interaction; participants in the educational process.