ПІДГОТОВКА МАЙБУТНІХ ПЕДАГОГІВ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ ДО ВПРОВАДЖЕННЯ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ В ІНКЛЮЗИВНОМУ ОСВІТНЬОМУ ПРОСТОРІ

Abstract

The article examines the problem of training future teachers of preschool education institutions for the implementation of interactive technologies in an inclusive educational space. The components of the professional and personal readiness of the future preschool teacher to work in an inclusive educational space are considered. A description of the professional competencies of the future teacher of a preschool education institution is provided. The essence of the concept of "interactive learning" and the requirements for the use of interactive technologies in preschool education institutions are highlighted. The peculiarities of training future teachers of preschool education institutions for the implementation of interactive technologies in an inclusive educational space are highlighted. The components of the professional and personal readiness of the future preschool teacher to work in an inclusive educational space are described. The professional competences of the teacher of the main tasks of modern preschool education are considered. We used different technologies to generalize the knowledge of the acquirers. An approach that creates conditions for stimulation and purposeful development of creative abilities of future teachers is described. inclusive education Special requirements for professional and personal training of future teachers of preschool education institutions have been determined. It has been proven that in the process of preparing future teachers of preschool education institutions for the implementation of interactive technologies, it is necessary to teach students to work with effective technologies focused on personality development. We believe that cooperation technologies are the most acceptable in working with children. Therefore, when training future teachers of preschool education institutions, it is worth practicing the implementation of interactive technologies that contribute to the mastery of cooperation (partnership) skills. When preparing a future teacher of a preschool education institution for the use of a certain technology (for example, interactive) in the educational activities of a preschool education institution, it is necessary to focus on the fact that the future teacher must carry out the relevant activity multiple times.