Аңдатпа
The development of research competence among future teachers has become an important priority in contemporary teacher education, particularly in the context of inclusive education. Teachers working in inclusive learning environments are expected to identify diverse learning needs, adapt teaching strategies, and improve educational practice through evidence-based approaches. One of the most effective approaches linking pedagogical theory with professional practice is Action Research, which enables teachers to investigate their own educational settings through a cyclical process of problem identification, intervention design, implementation, observation, evidence collection, and refinement of practice. In this regard, the readiness of future physics teachers to conduct Action Research should be understood as an important professional competence that includes methodological knowledge, research skills, reflective and analytical abilities, and the capacity to apply scientific methods to pedagogical problem-solving in authentic educational contexts. This study analyzes contemporary research on the assessment and development of the readiness of future physics teachers to conduct Action Research in inclusive education environments. The paper examines key approaches to research-based teacher education and reviews existing diagnostic tools used to assess teachers' research competence, reflective practice, and inclusive teaching skills. In addition, the study identifies the key methodological and organizational challenges associated with integrating Action Research into teacher education programs. The analysis shows that although Action Research has considerable potential for strengthening professional competence and research culture among future teachers, its implementation in teacher education faces several challenges. These include the limited integration of research training into pedagogical curricula, insufficient methodological preparation of students, time constraints during teaching practice, the complexity of conducting inquiry in inclusive educational settings, and the limited practical applicability of lengthy diagnostic instruments. Based on the analysis of international experience, the review highlights the need to develop compact and valid tools for assessing research readiness, as well as effective models for integrating Action Research into teacher education. Strengthening research training in pedagogical education may contribute to the development of professional autonomy, evidence-based teaching, and inclusive learning environments that ensure equal educational opportunities for all students.