Preparation Of Primary School Teachers Research Articles

Континуальність та суб’єктність як особливості формування готовності вчителів початкових класів до роботи з обдарованими учнями

The article highlights the peculiarities of forming primary school teachers' readiness to work with gifted students in the system of continuing teacher education. The phenomenon of «formation of primary school teachers' readiness to work with gifted students in the system of continuing pedagogical education» is considered as a process of acquiring by primary school teachers the motivational and value orientations, knowledge, skills, professional and personal qualities necessary for working with gifted students in the system of higher pedagogical education and improving them in the system of postgraduate pedagogical education on the basis of continuity, continuity and perspective. The peculiarities of forming the readiness of primary school teachers to work with gifted students are as follows: 1) the continuity of the relevant teacher training at the bachelor's and master's levels and in the conditions of scientific and methodological work, which is due to the determining role of the teacher in the formation of the personality of gifted primary school students; 2) recognition of the conceptual goal of this training as the formation of the teacher as a subject of professional and pedagogical activity aimed at developing the giftedness of primary school students, since primary school age is sensitive to the development of intelligence and creativity as systemic components of giftedness. It has been established that the concept of «continuity» is interpreted as continuity, the absence of divisibility into fragments. It is substantiated that the continuity (continuity) of the formation of primary school teachers' readiness to work with gifted students is ensured through the implementation of the principles of continuity and perspective in the goal (formation of a teacher as a subject of work with gifted students, capable of professional and personal self-development), content (as an organic unity of blocks-directions aimed at forming motivational, cognitive, activity and reflective-personal components of the studied readiness in primary school teachers), methods and forms (traditional and innovative). In the context of the study of the problem of forming the readiness of primary school teachers to work with gifted students, the subjectivity of the teacher is considered as an essential property of the personality, which is manifested in the attitude to oneself as a subject of one's own professional activity with gifted students and the attitude to gifted students as subjects of their own activity, which ensures the recognition of the gifted student as the main subject of learning and initiates the creation of favorable conditions for the disclosure of the potential of the student's individual giftedness, his/her self-development.

Kesediaan Guru Sejarah Sekolah Rendah dalam Mengaplikasikan Kemahiran Berfikir Aras Tinggi dalam Mata Pelajaran Sejarah

Higher-level thinking skills (HTS) is a transformation in the education system in Malaysia in this century in line with the implementation of the Malaysian Education Development Plan (PPPM) 2013-2025. The teaching practice that applies KBAT has gone beyond the entire concept of subject content by focusing on several theories of KBAT, particularly Bloom's and Lorin Anderoson's taxonomy. Therefore, the purpose of this study is to identify teachers' readiness from the aspects of knowledge, skills and attitudes in applying Higher Level Thinking Skills (HOTS) for History subjects in primary schools. This survey study with a quantitative approach involved a total of 100 teachers in Bangsar district, Kuala Lumpur. The researcher used a questionnaire instrument and a 5-point likert scale in this study. The data information obtained was analyzed using Statistical for Social Science version 26.0. Data was analyzed using descriptive statistics (frequency, percentage, mean score and standard system). The findings of the study reported that the level of readiness of primary school teachers to apply KBAT in the subject of History exceeded the medium-high level. The mean score for each aspect evaluated is knowledge (mean = 4.12), skills (mean = 3.94) and attitude (mean = 3.97). This means that teachers have a high potential in applying KBAT in History subjects if their talent is successfully polished from the early stages of their studies, which is at the college of teachers. The results of this study can be used as a guide by all primary school teachers in applying KBAT in the teaching of History. In addition, it also emphasizes the importance of continuous professional development and institutional support in strengthening teachers' skills in integrating KBAT in the teaching of History.

STEM Education in the Primary School: Are Teachers Ready?

STEM is an increasingly high-priority educational field on a global and national scale, which aims to prepare young people from an early age for active participation in their own future. This is evident in various international and national programs and projects, and the efforts of many scientists are focused on preparing teachers to use appropriate integrative approaches to STEM education. The present study is also in this domain, and it focuses on the perspectives, attitudes and preparation of primary school teachers for teaching STEM, which build the basis of their competences in this area. For this purpose, at the end of the academic year 2021/2022, an online survey was conducted with 150 primary teachers. It included questions in different aspects related to teachers' readiness for STEM education (their knowledge, preparation, attitudes, and perspectives). The results of the study demonstrate the positive attitude of primary teachers towards teaching STEM, but also highlight some deficiencies in their competences, mostly related to resource provision and specific methodological requirements. The findings of the study can serve as a guideline for the design of courses intended both for the university preparation of pre-service primary teachers and for the professional qualification of in-service teachers.

MOKYTOJŲ PASIRENGIMAS ORGANIZUOTI IR REALIZUOTI GAMTAMOKSLINĮ UGDYMĄ PRADINĖJE MOKYKLOJE

There is no doubt that the purpose of general natural science education is the systemic study and knowledge of the basics of natural sciences and the individual, most general laws of nature. Natural science education as a process is directly aimed at assimilation of experience in the field of natural sciences (formation of the system of natural science knowledge, skills, and abilities). In the process of natural science education, a person's orientation toward nature is developed, taking into account the ideas formed in society about the system of relations between nature and man. Personal qualities based on a value approach to nature and the surrounding world are also formed and developed. Primary science education should be systemic, consistent, and of high quality. In a pilot study conducted in 2018, it was established that primary school teachers’ professional preparedness in the field of natural science education remains relevant. Although teachers tend to demonstrate various experiments, researching is not a dominating activity. Also, a similar situation is observed speaking about the use of technology in the educational process. Teacher preparedness to organise and implement science education in primary school is quite uneven. Thus, the main goal of this study is – to analyse preparedness of primary school teachers to organise and implement science education in primary school according to the main scientific fields and their knowledge (the level of knowledge) in the essential fields of natural sciences. This research study based on a prior conducted pilot study, supplements and expands it. 115 primary school teachers from more than 30 Lithuanian schools participated in the study. All subjects by gender are women. It can be reasonably stated that preparedness of primary school teachers in the field of science education is basically average. Preparedness according to the main fields of natural sciences varies quite widely. The best preparedness is fixed in such areas as environmental protection, healthy lifestyle, ecology, etc. These are the areas that express not only the natural science component but also the component of social education. However, in the fields that express the issues of chemistry and physical sciences, the preparedness, though evaluated as positive, is significantly lower. Teachers’ knowledge in the essential fields of natural sciences is also diverse. Teachers feel knowing environmental protection issues best, but the knowledge in the new fields such as Nanotechnology and Genetic Engineering is extremely low. It is necessary to consistently and systematically develop primary school teachers’ natural science competencies, i.e., the ability to organise research-based learning, practical activities in various educational environments (especially in nature). Subject preparation of primary school teachers in the field of natural sciences and especially strengthening the preparedness of future primary school teachers in the field of natural science education, and the change of study programmes in the aspect of natural science content is an urgent problem. Keywords: natural sciences, primary school, professional preparedness, science education

Teacher educators’ experiences of the shift to remote teaching and learning due to COVID-19

Background: The measures imposed to curb the spread of the coronavirus disease 2019 (COVID-19) pandemic in early 2020 meant that many higher education institutions (HEIs) had to shift rapidly to remote teaching and learning (RTL). Given the unique demands of teacher education programmes, the question of the extent to which RTL and similar modes of teaching and learning are suited to the preparation of primary school teachers to teach in South African schools is an important one.Aim: The aim of the study was to explore the experiences and perceptions of teacher educators (TEs) towards this rapid shift to RTL.Setting: The study took place in one department in a faculty of education in an urban South African university.Methods: This study took the form of a qualitative case study. Data was gathered by means semistructured individual interviews and focus group discussions.Results: Firstly, it was found that mixed responses to the change to RTL at the outset gave way to a general consensus about the long-term value of blended learning. Secondly, it was found that the change to RTL had a positive effect on TEs’ teaching, given increased familiarity with, and integration of, technology, as well as the accompanying revisions to both pedagogy and curricula. Thirdly, the data showed that TEs perceived RTL as limiting because of two main factors, namely students’ lack of information and communication technology (ICT) resources and because, in their estimation, teacher education uniquely requires contact teaching. Finally, it was found that the change to RTL created additional psychological stressors for both students and staff.Conclusion: Based on this study’s findings, the authors advocate for more recognition and support for the emotional work performed by TEs during times of transition. They also argue that TEs should be given more responsibility in moulding blended teaching and learning practices according to their experiences of the successes and challenges of RTL.

ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ГОТОВНОСТІ ДО РОБОТИ З БАТЬКАМИ УЧНІВ З ВИКОРИСТАННЯМ КОУЧИНГОВИХ ТЕХНІК

One of the components of a teacher's readiness for professional activity is his mastery of various educational and upbringing technologies. Coaching techniques develop the potential of people and teams on the basis of subjectivity, reveal the inner potential of the individual, contribute to the achievement of pre-agreed goals, self-generation of optimal ways and methods of achieving goals, self-assessment, monitoring and monitoring tasks, change behavior patterns, implement educational process. In terms of improving the preparation of future elementary school teachers in partnership with parents of primary school children, we pay attention to the use of coaching technologies in the work of teachers with parents and in vocational education. Coaching technology is new for future elementary school teachers, as it is practically not used in work with younger students. However, in working with parents of students, this technology is effective in terms of taking into account the peculiarities of interaction with adults who already have some life experience. The advantage of using coaching technology in working with parents of elementary school children is that it helps adult participants in the educational process to independently determine the goals of activities, quickly find ways to solve difficult situations in the upbringing and development of children based on their own experiences. The article reveals the components of the readiness of primary school teachers to work with parents of primary school children (value- motivational, cognitive, activity-operational and reflective) and gives examples of the use of coaching techniques (transformational conversation, "Cartesian questions"), case studies, R. Dilts ", method" SWOT ", techniques" What if? ") In teaching students of pedagogical specialties in order to achieve professionalism of teachers in further communication with participants in the educational process. Further research should be aimed at detailing the topics of educational and life situations that will inevitably arise in the pedagogical career of working with parents.

STRUCTURE OF PEDAGOGICAL CURRICULA PRIMARY EDUCATION DEPARTMENT OF GREECE

In the article of Korotkova Yuliya “The structure of the plans of the pedagogical departments for the preparation of primary school teachers in Greece” the structure of curriculums, types of disciplines of 9 pedagogical university departments for the preparation of primary-school teachers are discussed.

Improving the Quality of Teacher Training for the Organization of Dialogic Education of Primary School Students: Methodical Aspect

The article presents organizational and methodological aspects of professional training of future primary school teachers for dialogic learning of students. Dialogic learning is a kind of interactive organization of the educational process, based on mutual understanding and interaction, considered by the author as an effective factor of improving professional future primary school teachers’ skills. The organizational aspects of the effective practical solution of the researched problem are outlined, such as dialogization of the content of education; introduction of various forms of productive dialogues and a system of methods of problem-based learning; dialogization of communication as a means of creation a certain psycho-emotional educational microenvironment; formation of future specialists’ skills of critical reflection as an internal dialogue for self-improvement and self-development. The pedagogical potential of the disciplines of psycho-pedagogical and professional-methodical orientation on the dialogue of the educational process is determined. It has been proved that effective forms and methods of dialogic learning in teacher training are: training, group activities, problem lectures, interactive classes, discussions, didactic games, business- and role-playing games, etc. The basic principles of pedagogical ethics and culture of the organization of dialogic training within the study of an elective course “Communicative Pedagogy” are emphasized. It was found that the quality of dialogic learning is determined by the level of formation of participants’ communicative competence in pedagogical interaction, especially their mastery of the basic techniques of listening. The author’s materials from the dissertation “Preparation of primary school teachers for the organization of dialogic training” for PhD (K. Fomin, 2020) are partially used in the article.

Experimentation and Research in the Physics Course for the Preparation of Primary School Teachers in Naples

Physics preparation for primary school teachers has received attention only in recent decades. Research on science education provides useful guidelines, often disregarded. Several interrelated research questions must be addressed by field research, namely, (a) which physics subjects to teach in primary school and its relationships with other sciences, technology, and mathematics; (b) how to prepare teachers to grasp the complexity of their tasks; and (c) how to bridge pre-service and in-service training. In this study, we describe innovative aspects of a course, based on the research and action research of our research group, that aims to overcome the limitations of a purely academic approach. Future teachers are dynamically involved in activities in informal and formal contexts and in the training of in-service teachers’ activities. The idea of cognitive resonance and a phenomenological approach to the modeling process are the basis of the activities that integrate key concepts of physics with transversal ones to develop skills in physics, mathematics, technology, and language. Field research carried out with qualitative methods shows that the course, despite being demanding, is well received by students. Dozens of students are then involved in the activities of the group when they start a teaching career at school.

Preparation of Primary School Teachers for Communicative and Rhetorical Activity in School in the Context of their Practical Training

The article deals with the analysis of the state of the primary school teachers’ preparation for communicative-rhetorical activity at school, diagnostics of formation of communicative-rhetorical skills of future teachers. The theorists and practitioners give an important place to rhetoric as a science and an academic subject in the training teachers of the new generation. It is the communicative and rhetorical skills as an important component of the general and professional culture of the teacher that will help the primary school educator to organize the pedagogical process effectively, build convincing communication with children, their parents, colleagues, officials etc. However, in the theory and practice of pedagogical education and science the phenomenon of communicative-rhetorical competence as the most important component of the teacher's professional profile is not realized, its structure is not distinguished, psychological and pedagogical bases and, technology of its formation for students are not clearly defined, the world’s experience of rhetorical personality formation is studied. This was confirmed by the results of a survey conducted among undergraduate students, graduates of pedagogical faculties of Vasyl Stefanyk Precarpathian National University, Kamyanets-Podilsky Ivan Ogienko National University, Drohobych State Pedagogical University of Ivan Franko, students of postgraduate pedagogical education Ivano-Frankivsk, Khmelnytsky, Lviv regions. Thus, most respondents consider their level of communication and rhetorical skills to be insufficient. More than 70% are afraid of the audience; 84% do not know how to speak “without paperˮ. All respondents, including teachers, regardless of work experience, called the main reason for the ineffectiveness of pedagogical communication the fact that during professional training they did not have well-formed communication and rhetorical skills. The obtained results convincingly prove the need for their purposeful formation in future primary school teachers. Optimal construction and implementation of the educational process for the formation of students’ communicative and rhetorical skills is possible with a technological approach, the essence of which is to modernize the didactic system based on the study of its components and experimental verification of its effectiveness, as well as the introduction of in general, the rhetoric of the initial process in the pedagogical institution.

Структура готовності вчителя початкової школи до професійної діяльності: теоретичний аналіз

The article substantiates the essence of the concept of “the future teacher’s readinessˮ on the basis of theoretical indicators: knowledge, skills and abilities through the indicator of the educational employee’s professionalism in professional activity. It presents the role of the teacherʼs work in the society, which is considered through the prism of basic values: scientific, cultural, and traditional as a great responsibility to the society for the quality education of primary school children. The professionalism of a new type of teachers in the new Ukrainian school which is based on the harmonious development of the junior school student is revealed. It is argued that the readiness of primary school teachers to work with younger students in primary education is of great importance. The opinion is highlighted that the main goal of education is a comprehensively developed personality in the aspect of moving from traditional to innovative learning. Various approaches (competence, personality-oriented, dialogical, criterion, synergetic) are used to develop the future primary school teachers’ readiness. The importance of these approaches is presented in the form of a structured system of the teacher’s readiness based on a disordered flow of information. Emphasis is placed on the readiness of the future primary school teachers through individual characteristics. It is stated that the readiness of the primary school teachers contributes to the modernization of the education system of the primary school children. Keywords: future teacher’s readiness, dialogical approach, competence approach, criterion approach, personality-oriented approach, primary school, teacher professionalism, professional activity, synergetic approach, structured system.

Formation of professional and pedagogical interest of future primary school teachers

The article deals with the issue of developing the professional interest of students of a pedagogical university. This problem is of particular importance in the preparation of primary school teachers, since the foundations of the necessary knowledge, skills and abilities of students are laid precisely in the first years of their schooling. The effectiveness of his professional activity depends on the presence of a genuine, deep professional interest of a primary school teacher. The article traces the connection of professional interest with the concept of “professional and pedagogical orientation of the individual.” In this regard, it is noted that professional interest can be considered as a complex personal formation that is part of the personality orientation. In this paper, an attempt is made to distinguish between the concepts of “professional pedagogical interest” and “interest in the teaching profession”. The article draws attention to the fact that it is necessary to include future teachers in active activities as close as possible to professional ones, during which conditions are created conducive to the formation of a specific idea of a modern school, the functions of a teacher, the educational process, in addition, a positive emotional attitude is strengthened. for future teaching activities.

PRIMARY TEACHERS' READINESS OF TEACHING STEM - A STUDY AT THE NORTH MOUNTAINOUS IN VIETNAM

STEM education is becoming more and more popular in the world. Vietnam has been performing STEM education in K-12 schools since 2014. However, many teachers have difficulty in teaching STEM, especially in the Northern mountainous area of Vietnam. This study aims to investigate the readiness of primary school teachers for STEM teaching. This research was conducted using a descriptive quantitative method. Data was collected through a survey of 380 primary school teachers in the Northern mountainous area of Vietnam. There are fifteen indicators to measure teacher readiness in teaching STEM. Respondents stated that they were less available to identify learning outcomes and were less prepared in designing learning content of STEM themes. They also have an insufficient understanding of STEM education and related disciplines, and they have additional challenges in deciding the process, planning instructional activities, creating educational facilities, and learning to evaluate student activities. In addition, they were having difficulty identifying STEM themes, designing learning activities, utilizing materials, communicating, and cooperating with students and other instructors. Despite their strong demands and conviction in students' abilities, they were hesitant to teach STEM. The findings suggested that these instructors were not entirely prepared to teach STEM. It is beneficial for elementary school administrators who are adopting STEM in Vietnam.

ORGANISATIONAL AND PEDAGOGICAL CONDITIONS FOR TRAINING FUTURE PRIMARY SCHOOL TEACHERS TO USE GOOGLE SERVICES IN TEACHING ENGLISH TO PRIMARY SCHOOL PUPILS

The article is devoted to the issue of training primary school teachers to use Google services in teaching English to primary school pupils. The organizational and pedagogical conditions for this process are considered. In the article it is focused on a need to create a holistic system of knowledge, skills and abilities for the use of Google services by future primary school teachers in teaching English to junior pupils. It is determined that the purpose of teaching English in primary school is the formation of foreign language communicative competence, provided by language, speech and socio-cultural experience, consistent with the psycho-physiological and individual characteristics of younger students. The task of a foreign language primary school teacher is to develop lexical, grammatical and phonetic skills, as well as skills in four types of speaking activities: listening, speaking, reading and writing. The advantages in the use of cloud technologies in education as a kind of information and communication technologies are determined and theoretically substantiated. It is found out the possibilities and prospects of using cloud services from Google in teaching English to young students. In particular, we researched the following Google services: Google Presentation, YouTube, Hangouts, Gmail, Google Drive, etc. It is also determined that the effectiveness of the educational process can be improved by using them in English language teaching in primary school. The effectiveness of using Google services in teaching English is depicted in the ability of the primary school foreign language teacher to create a learning environment in English lessons, where the pupils can do a variety of learning tasks in grammar, vocabulary and phonetics, as well as develop their skills in four speech activities (listening, speaking, reading and writing). It is proved, that one of the tasks of professional training in pedagogical higher education institution should be the actualization of conscious mastery of information technology, intensification of pedagogical self-organization, self-improvement of knowledge in this field - forming the readiness of primary school teachers to use Google services in their English language teaching. Ways to successfully solve the task of training the future primary school teachers in their professional foreign language work are possible only in the appropriate organizational and pedagogical conditions that determine the effectiveness of educational and cognitive activities.

A Joint Assessment of Reasoning about General Statements in Mathematics and Biology

This contribution belongs to a larger empirical study that focuses on issues related to the implementation of inquiry-based learning and formative assessment in science and mathematics education, while it also refers to the issue of STEM education. Here, we discuss the two topics from the perspective of professional preparation of primary school teachers. We employ an educational tool called Concept Cartoons and perceive it as a common diagnostic tool for investigating modes of reasoning about general statements in arithmetic, geometry and biology. The presented qualitative exploratory empirical study maps and codes various kinds of reasoning that can be identified with the tool and investigates possibilities of a joint coding procedure. As a result, it provides a conversion table between various modes of reasoning in the three subject domains. The arisen code categories cover the field of generic examples, including the initial stages so that they can be used for scaffolding the process of learning the foundations of deductive reasoning. The joint approach to reasoning in mathematics and biology shows how argumentation and formative assessment can be understood equally and developed simultaneously in both school subjects. It helps us to see how the two school subjects can be integrated didactically.

THE STUDY OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO PLAN THE CONTENT OF EDUCATION IN THE CONTEXT OF THE TRANSITION FROM INFORMATIZATION TO DIGITALIZATION

The article is devoted to the problem of digitalization, which currently occupies a central place at the global level, since in today's rapidly changing world, accelerated rates and changes in the field of technology can be taken into account not for years, but for months. Today, the main goal of digitalization of education in the republic is to improve the quality of education, the formation of digital competencies of students based on the creation of a unified educational information environment using digital learning technologies. In this regard, the modern education system of the country can be considered as a dynamically developing system aimed at harmonious integration into the world educational space. This, in turn, is accompanied by changes in the content structure of the teaching technology and significant changes in the pedagogical theory and practice of the educational process, which contribute to mastering the constantly dynamically developing didactic capabilities of ICT and the harmonious entry of the child from primary school into the developing information environment. Observation, research of the work of students and teachers and the responses received to the survey prove that the rational use of digital educational resources in everyday practice contributes to improving the efficiency, effectiveness and productivity of the learning process. In addition, digital technologies help to improve relationships, increase the responsibility of students and teachers for learning, achieving success. The authors, analyzing the course of the transition from the period of informatization to the current period of digitalization, by introducing the first computer technologies into the educational process of primary classes, tried to reveal its positive and negative aspects, to determine the readiness of primary school teachers to plan the content of education in the information educational environment. Along with providing the author's position on the basis of an analytical analysis of research works of domestic and foreign scientists on the topic of research, the objective and subjective factors influencing the transition from informatization to digitalization of modern primary schools are revealed.

Developmentally Appropriate Practice and Music Education in the Primary School

Developmentally Appropriate Practice (DAP) is an educational approach which refers to teaching strategies that consider children’s age, interests, abilities and experiences to help them achieve challenging and achievable goals. The approach which hinges on three pillars: age, individual and culture has gained popularity in countries such as the United States of America, Taiwan and South Korea. DAP underpins National Association for Music Education (NAfME) beliefs about young children’s developmentally and individually appropriate musical experiences. The aim of this paper is to present an overview of the relationship between DAP and music education in primary schools. The discussions centred around the following themes: Children’s musical potential, children’s unique interests and abilities, children’s play, an exemplary musical sound, activities and material, performance goals, diverse learning environment, effective adult role models, and a pleasant physical and social environment. It is suggested that training workshops should be organised for teachers for effective integration of DAP in the classroom to optimise children’s learning in music. Inclusion of DAP as a theme for study in the music curriculum content in the Universities and Colleges of Education in Ghana for the preparation of primary school teachers is also recommended. Carrying out a real classroom study through observations, questionnaires or interviews is recommended for future researches on related subjects.

ORGANIZATION AND METHODS OF RESEARCH AND EXPERIMENTAL WORK ON TRAINING OF PRIMARY SCHOOL TEACHERS IN PEDAGOGICAL COLLEAGUES FOR INTEGRATED TEACHING OF STUDENTS

The article reveals the peculiarities of the organization and methods of research and experimental work on the preparation of primary school teachers in pedagogical colleges for integrated student learning. The purpose of the article is to describe the general methodology of the pedagogical experiment and present the generalized results of experimental work. Achieving the goal involved the use of the following methods: empirical – observation, questionnaires, testing, interviews, the method of expert assessment to determine the state of readiness of future primary school teachers for integrated learning of students; pedagogical experiment to test the effectiveness of the implementation of pedagogical conditions and models of the studied process. Diagnosis of the readiness of future primary school teachers for integrated learning of students involved conducting research and experimental research in several stages: ascertaining, formative, control. To assess the levels of readiness of future primary school teachers for integrated learning, a system of criteria and indicators has been developed taking into account the structure of students’ preparing for professional activity and its result: in the context of our study − readiness of college students − future primary school teachers for integrated learning. The use of a set of methods and techniques of diagnosis allowed to determine the initial level of readiness of future primary school teachers for integrated student learning; to confirm the effectiveness of the implementation of the developed model and pedagogical conditions for the preparing of primary school teachers in pedagogical colleges for integrated student learning. The obtained results of the pedagogical experiment made it possible to develop methodological recommendations for teachers of pedagogical colleges on the introduction of pedagogical conditions and models of training future primary school teachers in pedagogical colleges for integrated student learning.

SPECIFICS OF PREPARING OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE PROFESSIONAL ACTIVITY IN CONDITIONS OF INCLUSIVE EDUCATION

Education reform in Ukraine is a necessary condition for the training of highly qualified specialists. This also applies to inclusive education. Modernization and renewal of the educational system of Ukraine is provided through the introduction of new technologies. It is the latest technologies that contribute to the quality training of primary school teachers. A special place in such training is the training of teachers who are able to work in an inclusive environment. The problem of working with children with abnormalities in physiological and physical development is relevant. Its relevance is explained by the fact that in Ukraine an increasing number of children with various disabilities are born. There are many reasons for this, but teachers need to prepare children for life, for professional realization. Their preparation requires specific methods and tools of teaching and education. Therefore, the aim of the study is to identify effective ways of quality training of future teachers to work in an inclusive environment. The following methods were used to study the readiness of future teachers to work in an inclusive environment: theoretical − synthesis, analysis, generalization; empirical - observations, conversations, questionnaires, testing, interviews, surveys, pedagogical experiment (ascertaining and formative); methods of mathematical statistics (Fisher’s F-test). The results of the study are to determine the specifics of the preparation of primary school teachers to work in an inclusive environment to develop ways to improve such training. The further directions of research: improvement of educational programs, development of modern techniques of the personal plan, developing scenarios of various games.

Contemporary State of Readiness of First School Pedagogues to Use Pro-Health Education Technologies

The article includes the current issues of maintaining the health of younger students, namely determining the readiness of primary school teachers to use pro-health technologies in the educational process. For this purpose, a teacher survey was used, and the results of the experi-mental study were analyzed and generalized. Teachers' answers to thirteen questions of the survey were described in detail, and the ranking of exercises used by teachers during "PE-minutes" during primary school lessons was presented. It was concluded that the use of health-promoting technologies is not a very widespread phenomenon in the practice of primary school tea-chers. The least used are aromatherapy, color therapy, musical accompaniment and art technology. On the basis of the received conclusions, it was predicted that the basic condition for the functioning of a health-promoting educational environment is the use of a complex of functional components, ensuring the integrity and effectiveness of influencing the conscious behavior of students.