Essence and the stages of the primary school teachers' preparation for the work in the conditions of inclusive education

Таміла Джаман

doi:10.38014/ehs-ss.2019.4.06

Abstract

This article addresses the problem of continuous primary school teachers' preparation for the work in conditions of inclusive education. A review of scientific research was conducted and the essence of the concept «continuous primary school teachers' preparation for the work in the conditions of the inclusive education“ was clarified. The stages of continuous primary school teachers' preparation to the work in the conditions of inclusive education was highlighted. They are: primaryprofessional, system-professional and acme-professional. The main problems of continuous primary school teachers preparation to the work in the conditions of inclusive education, that needs theoretical substantiation and solving was defined. Targets of the continuous primary school teachers' preparation for the work in the inclusive education conditions was proposed.

Highlights

Today this problem needs further evaluation, especially referring to continuous training of future primary school teachers for professional activity in conditions of inclusive education
In order to provide the development of continuous pedagogic education in Ukraine, a Conception of the development of continuous pedagogic education was elaborated that was approved by decree of Ministry of Education and Science of Ukraine No 1176 of August 14 2013
It is declared in the Conception that constant improvement of the system of training and advanced training of scientific-pedagogical and pedagogical workers is determined by the change of the human role in the modern world, by the vision of the ideal of individual’s enlightenment and bringing up the new dictates to the quality of human investment to cultural and spiritual, social, economic and technologic transformations together with numerous challenges on global, European, national, regional and local levels

Summary

Introduction

Today this problem needs further evaluation, especially referring to continuous training of future primary school teachers for professional activity in conditions of inclusive education. Current scientific investigations are the ground of new theory and practice of the primary school teachers’ preparation for the pedagogic activity in conditions of inclusive education.

Results

Conclusion