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МОДЕЛЬ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ВЗАЄМОДІЇ УЧНІВ В УМОВАХ ІНКЛЮЗИВНОГО НАВЧАННЯ

100%
Бовкуш К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
67-74
EN
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.
2

ГОТОВНІСТЬ ПЕДАГОГА ДО ІНКЛЮЗИВНОЇ ОСВІТИ

100%
Бовкуш К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
3-8
EN
The article analyzes the nature, structure and importance of formation of the inclusive competence of future teachers in connection with introduction of inclusion in the general education institution. Realizing of problems of teacher’s readiness to the inclusive education of children with psychophysical needs the teachers should have psycho – pedagogical erudition; skills to combine productively correctional-consultative and scientific research of the teacher’s activity. The represented data illustrate the main difficulties and options of professional and psychological readiness of teachers to include «special» child in еру general process, considered the influence of personal characteristics of teachers' attitudes towards inclusive education. The skills of professional readiness of the teacher, characterized by the concept of inclusive environment and special environment are considered. The certain elements of inclusive teacher competence, motivation, values, cognitive-operational, reflexive-evaluation are recognized in the article. These tasks of willingness of teachers to inclusive education are discussed. Two main indicators of willingness of the experts which are professional readiness and psychological readiness are outlined by the author. The inclusive teacher competence is described as an integrated personality formation, which causes the ability to function in the professional development of inclusive education. According to the author, the inclusive teacher competence refers to the level of specific professional competencies. This ensures the formation of its components. Inclusive teacher competence has to appear in pedagogical skills to organize collective activity of children of different categories, equivalent to assess the level of teaching material of the pupils learned with different types of violations, the ability to choose certain methods of educational influence on the children in the classroom. Inclusive education has flexible individual personal training, which is provided by medical and psycho-social and educational support. The inclusive teachers are taking a new system of values, creatively implement new learning technologies, can quickly solve the problem of socialization of children.
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