МОДЕЛЬ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ВЗАЄМОДІЇ УЧНІВ В УМОВАХ ІНКЛЮЗИВНОГО НАВЧАННЯ
Model of formation of future primary school teachers’ readiness to interaction of pupils in conditions of inclusive education
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The article is devoted to clarifying the basic principles of forming readiness of the future teacher of primary school to interaction of pupils in terms of inclusive education, also the article reveals the importance of the structure and model of readiness of the future teacher of primary school to interaction of pupils in conditions of inclusive education. The data illustrates the main difficulties and options of professional and psychological models of readiness formation of future primary school teacher to the conditions of inclusive education. In addition, the scientific literature is analyzed (V. Grinyova, A. Dubasenyuk, A. Karpenko, S. Sysoiev, W. Gull, L. Yadvirshis etc.). In particular, modeling job profile diagram of a future teacher (V. Bespalko, N. Kuzmin A. Markov, Slastonin V., R. Skulskyy and other scientists) is presented, various aspects of training future primary school teachers are revealed by the author in the article (O. Bida, I. Buzhyna, N. Gluzman, S. Martynenko A. Matvienko, I. Palshkova, O. Savchenko, L. Khomich etc.). In the article the theoretical substantiation of the term model is shown; moreover, a special emphasis is put on the model that presents certain requirements necessary for its maintenance and operation for the formation of future primary school teacher readiness to pupils’ interaction in conditions of inclusive education. The model of the modern teacher must include requirements to the level of competence development and education of a specialist with consideration of the performance of three important functions: training, development, education with the obligatory account of increase of the level of pedagogical skills. A special attention is paid to the need of determination the mandatory knowledge for future primary school teachers, deepening of knowledge in the study of special training courses, which involves mastering the production of philosophical principles and values, personal and professional readiness of future teachers. Due to this, we determine the readiness of future primary school teachers to interaction of pupils in conditions of inclusive education as the existence of complex harmonically-interacting and complementary psychological and professional skills. Finally, we can run to the conclusion that this complex allows teaching career on a high motivational-value level and organizes educational process with younger students considering requirements of inclusive education.
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