Abstract
The article discusses ways, directions, and features of the formation of professional competence of teachers in the field of inclusive education, both in theoretical and practical terms. The study analyzes a research and practice of many foreign scientists dealing with issues of professional competence, including Kazakh scientists who have contributed to the development of professional training. To reveal the essence and content of psychological and pedagogical competence in various aspects, there was carried out a comprehensive analysis of the concepts of «professional competence of a teacher», «comprehensive competence» and «professional competence», «professional development», «inclusive environment», «inclusive education». The authors conducted a comparative analysis of features, activities, trends, and state of the historical development of the inclusive and integrated educational process. It highlights that American schools are based on best practices and their national model and paradigm in the education system. In the context of inclusive education, there are considered factors affecting the professional development of a teacher. The professional development of a teacher is closely related to his or herskills. Therefore, a new paradigm requires a change in the teaching profession. The author also theoretically proves in depth various levels, features, and possibilities of professional development.