Професійна підготовка вчителів до організації толерантного освітнього середовища в початковій школі

Abstract

Among the peculiarities of teacher training for tolerant education of junior schoolchildren, the specifics of the educational environment of primary school and the formation of skills of teachers’ readiness to fill it with tolerant content are singled out; orientation of teachers to support the social status of students and the development of teachers' skills to realize their role in tolerant education; formation of the ability to interact positively and emotionally in the educational process of primary school, etc. It is determined that the readiness of teachers for tolerant education of primary school students consists of cognitive (theoretical knowledge of the basics of tolerant education, multicultural worldview and critical thinking), emotional and valuable (tolerant position as an attitude to tolerant education, creating a positive emotional saturation of the educational process) in its various manifestations), activity-communicative (ability to fill the educational environment with tolerant content taking into account the individual needs of students, to implement the pedagogy of partnership, to analyze their own activities) components.Particular attention is paid to diagnosing the formation of components of teachers' readiness for tolerant education of primary school students on the basis of reasonable criteria (cognitive, motivational, emotional, valuable, activity, communicative, reflexive). Determine the results of upbringing, education and development of the student's personality, objectively ensuring the possibility of achieving them. At the ascertaining stage of the experiment, three levels of formation of teachers' readiness for tolerant education of junior schoolchildren were revealed: high, medium, low. The high level was characterized by the presence of knowledge of the basics of tolerant education of primary school children and the ability to apply them in the educational process of primary school, the ability to create a tolerant educational environment and implement the pedagogy of partnership, etc.; the middle level is typical for primary school teachers, who are generally familiar with the basics of tolerant education, occasionally show the ability to create a tolerant educational environment and partially apply the ideas of partnership pedagogy, etc .; low level is typical for teachers who have a fragmentary knowledge of the basics of tolerant education; not able to independently create a tolerant educational environment; have superficial knowledge of the pedagogy of partnership and have some of its techniques, etc. Thus, the theoretical exploration made it possible to formulate the basic concepts of research.