CATEGORICAL APPARATUS OF THE PROBLEM OF PRIMARY SCHOOL TEACHERS TRAINING FOR THE PROFESSIONAL ACTIVITY IN THE CASE OF INCLUSIVE EDUCATION

Iryna Ivanivna DEMCHENKO, Liudmyla Valentinivna ISHCHENKO

Abstract


Introduction. Reasoning from the observations listed above it should be noted that the inclusive education is an important component of the system of actions aimed at the support of progressive functioning of society and state, which put the serious requirements to the quality of training of primary school teacher. First of all it is related to the support of the means of improvement of education system, search of the conditions of the reach of integrity and orderly of professional training at the system of higher education. It needs the reinterpretation of content of the term «training» as well as the reconsidering of related notions. In other terms, at the present moment the development of conceptual apparatus of the problem of training of primary school teachers to the professional activities in the case of inclusive education is very important.

The purpose of the presented paper is the definition of the categorical apparatus of the problem of primary school teachers training for the professional activity in the case of inclusive education.

Results. In the paper the categorical apparatus of the problem of primary school teachers training for the professional activity in the case of inclusive education was defined. It was shown that «training of the primary school teachers for the professional activities in the case of inclusive education» is the complicated system of interaction of the subjects of educational process of higher school which is aimed to students mastering of special knowledge, abilities and skills of theory and practice of inclusive education, among them, teaching, upbringing and correction of the development of pupils with and/or without special educational needs, formation of professionally significant characteristics of future pedagogue which would have the personal positive position concerning the different groups of children involved to the inclusive education (humanistic treatment, love, care, support, assistance, collaboration, mutual creative work), which would promote the effectiveness of learning. «Training of the primary school teachers for the professional activities in the case of inclusive education» is the complicated, multifold, and multilevel personal formation, which provides the successful discharge of wide range of teachers functions related to improvement of the content and organization of the different forms of inclusive education and active use of specific methods and techniques of efficient education, upbringing and correction of the development of primary school pupils with and/or without special educational needs in the case of implementation of inclusive education in primary school. It was revealed the determined categories represent the wide range of notions related to professionalization, professional formation and professional education. It was found that in the procedural aspect they include formation and development of future specialist, and in effective aspect – the mastering of professional potential, professional usefulness and professional competence as integral parts of the preparedness to professional activity.

Conclusion. Therefore, considering such general notions as «training» and «professional training» it was revealed the defined categories belongs to the wider categories of professionalization, professional formation and professional education, which in the procedural aspect include the formation and development of future specialist, and in effective aspect – the mastering of professional potential, professional usefulness and professional competence as integral parts of the preparedness to professional activity. In higher educational institution, the professional training combines the learning and educational activities which include the purposeful dynamic interaction of teacher and student and during such interaction the learning, upbringing and development of students takes place. From such position it seems reasonable to consider the specific of the primary school teachers training for the professional activity in the case of inclusive education as the systemic phenomenon.


Keywords


inclusive education; training; teacher professional training; professionalization; professional formation; elementary school teacher; professional competence; formation; development.

References


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