РЕАЛІЗАЦІЯ ПЕДАГОГІЧНИХ УМОВ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ОЦІНЮВАЛЬНОЇ ДІЯЛЬНОСТІ В ПРОЦЕСІ ІНКЛЮЗИВНОЇ ОСВІТИ

Abstract

The article highlights the peculiarities of the implementation of pedagogical conditions for the formation of the readiness of future primary school teachers for assessment activities in the process of inclusive education, which are aimed at the implementation of the model of formation of the corresponding readiness. The author's Program for the implementation of the conditions for the formation of the readiness of future primary school teachers for evaluation activities in the process of inclusive education in a higher education institution is proposed for use. Pedagogical conditions include: formation of positive motivation in future primary school teachers regarding the 426 manifestation of pedagogical creativity in assessment activities in the process of inclusive education; correction based on the contextual approach of the content of educational components regarding the formation of future primary school teachers' ideas about the specifics of assessment activities in the process of inclusive education; activation of subject-subject interaction of participants in the educational process through the introduction of innovative methods and forms of training future primary school teachers to work in the conditions of inclusive education. The stages of the implementation of pedagogical conditions are defined, which consistently and holistically allow to achieve the main goal. Recommendations for updating the content of individual educational components with the aim of forming the readiness of future primary school teachers for assessment activities in the process of inclusive education are highlighted. The perspective of the research is the experimental verification of the author's model of the formation of the readiness of future primary school teachers for assessment activities in the process of inclusive education.