The current trend in modem higher education is the creation of an ecosystem of professional pedagogical education aimed at increasing the professional competence of a future teacher in an inclusive educational space. This article proposes a model of volunteer competence of a teacher-defectologist in inclusive practice, which meets the requirements of socio-cultural transformations in education. Based on the analysis of scientific psychological and pedagogical literature, as well as the reflection of one's own pedagogical experience, the definition of volunteer competence is formulated. The content and structural components of the model of volunteer competence, determined by the content and conditions of professional and pedagogical activity in the context of inclusive practice, are determined. Directions for constructing the didactic environment for its formation in future teachers-defectologists are outlined
volunteering, inclusive volunteering, competence, professional training, willingness to volunteer
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