Preparation Of Primary School Teachers Research Articles

ELECTRONIC LEARNING MATERIALS OR TRADITIONAL- WHICH IS PREFERABLE?

We live in a world of modern technology. Information technologies surround us at every step, helping us, making our life easier, and providing many benefits. This modern lifestyle is also changing the way we perceive information technology. Few people today can imagine working and learning in everyday life without a computer, laptop, smartphone, or Internet access. The use of electronic teaching aids is a new, modern approach to education. Previously, the use of e-learning materials was the prerogative of distance learning. The main reason was the very limited possibility of personal contact between teachers and students. The issue has become even more urgent given the epidemiological situation around the world. In connection with the massive spread of the new coronavirus infection, students and schoolchildren all over the world were forced to switch to electronic educational resources to continue their studies. In connection with the introduction of similar approaches as in universities and schools, it is very important to prepare future teachers for the correct use of these technologies. Targets and goals. Explore: 1) whether the students are familiar with the electronic teaching aids and whether or not they are satisfied with them; 2) whether students prefer to learn more through traditional printed learning materials or e-learning materials and whether these preferences differ depending on the field of study; 3) Whether students of technical and mathematical specialties prefer electronic teaching materials to traditional printed materials; 4) what sources of information students use in their research work, and to what extent; 5) the advantages and disadvantages of both electronic teaching aids and traditional printed teaching materials. The research focuses on the opinions of 560 students (of which 280 are women and 280 are men) of the Chuvash Pedagogical University about electronic teaching materials and traditional printed teaching materials. The study was conducted from March to November 2020. The survey was aimed at first-year students of various undergraduate disciplines in full-time education in the following specialties: mathematics, physics and information technology, preparation of primary school teachers, history and social science, biology and chemistry, Russian language and literature, Chuvash language and literature, German language and literature, English language and literature. Next, we divided students in accordance with the kinship of areas into 4 groups: a) mathematics + technical and information education, b) training of primary school teachers, c) philology d) social sciences. We used our own questionnaire as a research method. The following methods were used to process the data: analysis of variance, correlation, and Chi-square test. The study showed that freshmen of the Chuvash State Pedagogical University mainly use ready-made methodological developments, the Internet, their own notes, and books as sources of information for their studies. 50% of students are familiar with the concept of e-learning materials, and 32.14% of students became familiar with them in high school or university. The difference between these two data is due to the fact that the concept of e-learning materials was unknown to some students, but when filling out the questionnaire they found that they used this type of materials during their studies. Average student satisfaction with e-learning materials and traditional printed learning materials is almost the same. In addition, it turned out that 65% of students prefer to study using traditional printed materials. It was determined that students studying mathematics and information technology, more than other students, either prefer to learn through e-learning materials or do not prefer one particular type. The most common form of e-learning materials that students have encountered is the LMS. The respondents see the advantages of e-learning materials as consisting of accessibility, clarity, quick access to information, low cost, paper savings (resulting in environmental protection), and interactivity. Although students stated that they prefer to use traditional printed teaching materials, 83% of respondents would like to continue using e-learning materials during their studies.

Investigation of Primary School Teacher Readiness in Online Learning during the Covid-19 Pandemic

Changing the learning system during the pandemic period from offline to online requires teachers' readiness, including elementary school teachers. Demands for mastery of technology in learning and the characteristics of elementary school students who need direct guidance in learning are teachers' problems. However, not all primary school teachers are ready for technology-based online learning. This study aims to investigate the readiness of primary school teachers in online learning in terms of three aspects, namely cognitive (knowledge and perception), affective (emotional condition), and moral (skills). The research method uses a mixed-method with data collection techniques using a questionnaire deepened by interviews. The research respondents were 22 elementary school teachers in Tlekung village, Junrejo district, Batu City. Data analysis used descriptive statistical analysis and qualitative analysis. The results showed that the teacher had a low readiness to carry out online learning in general. The level of primary school teachers' readiness to carry out online learning still needs to be improved, especially in the knowledge and skills factor by providing online learning training experiences.

РЕСУРСИ ТА БАР’ЄРИ ІНФОРМАЦІЙНО-ПСИХОЛОГІЧНОЇ БЕЗПЕКИ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ В УМОВАХ ОНЛАЙН-НАЧАННЯ: РЕЗИЛІЄНС ПІДХІД

The article investigates the problem of informational-psychological safety of educators. The main focus in the study is based on the organization of the resources and barriers on the resilience approach at online learning for primary school teachers. The study describes open questions of psychological and didactic readiness of primary school teachers in a situation of compulsory online learning. Also, it characterizes the orientations of their solution which are outlined through the prism of the analysis of researches carried out on the basis of Scientific Centers «Institute of Practical Psychology and Psychotherapy» and «Sanogenic Pedagogy and Psychology» at the National University of Ostroh Academy. It is emphasized that the unpreparedness for the innovative activity of teachers at the initial stages of the introduction of educational reforms and the importance of developing their personal readiness for change, in the first place. Also, highlighted is the relevance of the formation of emotional competence of teachers through the virtue of specific problem-solving and the prevention of emotional burnout of teachers. In the text, the main difficulties of teachers in the conditions of online learning is delineated. Also particularly described are their main needs, such as: technical support; interpersonal relationships with colleagues and parents; fear of self-presentation in an online space. Also, the author’s attention concentrates on the importance of teachers developing adaptive and emotional resources, the formation of their digital competence, their development of media literacy, sanogenic and critical thinking to confront negatively colored information factors, as well as the organization of their information-psychological safety. In the context of the resilience approach, the author’s attention is focused on the constructs of informational-psychological safety as emotional intelligence, critical and sanogenic thinking, pedagogical reflection and media literacy. An algorithm is also proposed for the formation of psychological stability of teachers in the online space in the context of the function of psychological defense mechanisms. Additionally presented are vectors for solving these problems through the prism of the resilience approach. The main focus is on the methods of development within the constructs of information-psychological safety as emotional intelligence, critical and sanogenic thinking and pedagogical reflection. It represents effective programs for their optimization. In particular, the program “Emotional first aid kit” (polish authors – S. Veshkhovska and E. Nervinska), which is formed on the basis of two scientific concepts: the concept of positive psychology M. Selligman and Mindfulness Based Stress Reduction authored by J. Kabat Zinna, and the program «Reboot +» for educators (author – G. Handzilevska), whose main task is to restore and develop the resources of the professional script of teachers in measuring the correction of script settings. It suggests an algorithm for the development of the resilience of teachers in the online space in the context of healthy functions of psychological mechanisms on the tasks of Gestalt therapy, which includes the development of emotional-volitional, intellectual, moral and creative-volitional resources. Metaphorically, the tactics of recovery and the development of psychological resources in the dimension of information-psychological safety are defined as «Faith», «Hope», «Love» and «Wisdom». To summarize, each stage should be accompanied by a set of exercises aimed at preventing emotional burnout through the development of sanogenic and critical thinking, emotional intelligence and the correction of scenarios.

ОРГАНІЗАЦІЯ ІННОВАЦІЙНОЇ ДІЯЛЬНОСТІ В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ В УМОВАХ ІНКЛЮЗИВНОГО НАВЧАННЯ

Стаття присвячена аналізу результатів педагогічного експерименту стосовно організації інноваційної діяльності вчителів початкової школи в умовах інклюзивного навчання. Метою статті є оприлюднення результатів формувального етапу педагогічного експерименту з реалізації педагогічних умов для формування готовності вчителів до професійної інноваційної діяльності в умовах інклюзивного навчання. В процесі експериментальних досліджень було проведено педагогічний експеримент з чотирьох етапів: аналітико-діагностувального, констатувального, формувального та результативно-узагальнюючого. На аналітико-діагностувальному етапі експериментального дослідження було здійснено опитування методистів, викладачів ЗВО, учителів початкової школи, за результатами якого визначено та диференційовано етапи формування готовності до інноваційної діяльності в умовах інклюзії (орієнтувальний, мотиваційний, діяльнісний), рівні її розвитку (формування готовності до інноваційної діяльності майбутніх вчителів початкових класів в умовах інклюзивного навчання в процесі навчання у ЗВО та формування готовності до інноваційної діяльності вчителів початкових класів в умовах інклюзивного навчання в процесі професійної діяльності вчителя). За результатами їхнього опитування та власного педагогічного досвіду було також визначено педагогічні умови, що мають позитивний вплив на формування готовності до інноваційної діяльності вчителів початкових класів в умовах інклюзивного навчання: формування стійкої мотивації вчителів початкової школи на досягнення високого рівня готовності до здійснення інноваційної діяльності; формування умінь подолання проблемних ситуацій, що виникають під час здійснення інноваційної діяльності в початкових класах; визнання пріоритету особистості вчителя початкової школи у виборі ним індивідуальної траєкторії організації освітнього процесу. На констатувальному етапі експерименту було виявлено недостатній рівень готовності вчителів до здійснення інноваційної діяльності в умовах інклюзії, що додатково підтвердило необхідність реалізації авторської моделі. Кількісний та якісний аналіз результатів формувального етапу педагогічного експерименту засвідчив стійку тенденцію до зростання рівня готовності учителів початкової школи до провадження інноваційної діяльності в умовах інклюзивного навчання, що підтверджує ефективність запропонованих педагогічних умов і авторської моделі її формування.

CURRENT STATE OF FORMATION OF READYNESS OF PRIMARY PRIMARY SCHOOL TEACHERS FOR INTRODUCTION OF TECHNOLOGIES OF INTERACTIVE LEARNING IN THE PROFESSIONAL PROFESSIONAL

The article considers topical issues of the current state of readiness of future primary school teachers to implement interactive learning technologies in professional activities at the present stage of reforming the education system, which is interpreted as: readiness to develop plans and goals, development of professional qualities of teachers, expanding the mobilization of psychological point of view, increasing the level of independence and responsibility to society. The essence of the concept of "readiness" for future primary school teachers is revealed. The place of such scientists is shown: A. Aleksyuk, N. Boltenkov, V. Bondar, O. Voloshenko, S. Garkusha, M. Dyachenko, I. Zyazyuna, N. Kichuk, O. Kiyashko, L. Krasyuk, N. Kuzmina, Z. Kurland, I. Kushakova, A. Linenko, O. Moroz, S. Nikitchina, S. Sysoeva, V. Slastyonina, S. Smirnova, L. Khomich, V. Chaika, I. Shaposhnikova, O. Yaroshenko, who studied the problems readiness of teachers in professional activity. The essence of the concept of readiness as a set of properties and qualities of the teacher's personality, which determines the adaptation of a graduate of a higher education institution to the conditions of pedagogical work, is revealed. The development of research of scientists of readiness of primary school teachers for introduction of technologies of interactive training in professional activity is shown. The study analyzes the results of a survey of primary school teachers in Lviv, Lviv and Volyn regions on the use of interactive learning technologies. The level of use of interactive exercises at different stages of the lesson is shown, the sufficient level of use of technologies of interactive training of teachers of SZSh№ 68, Lviv. The best level of equipment of the technical base of schools in the conditions of development of the new Ukrainian school is determined. The place of a modern specialist who promotes the expansion of a positive level of learning with a willingness to implement technologies of interactive learning in professional activities is described.

Pedagogical bases of preparation of primary school teachers for innovative activity

In this article given information about the preparation of primary school teachers for innovative activities, innovations and a number of theoretical and methodological problems related to the creative activity of the teacher. Changes in the organization and content of innovative activities of educational institutions, the training of teachers in innovative areas are inextricably linked with methodological and technological changes. This approach focuses on the individual's ability to make free choices, in which learning activities play a leading role and can be an important, leading tool in personal development and a way to engage the individual in the learning process.

ИССЛЕДОВАНИЕ ГОТОВНОСТИ УЧИТЕЛЕЙ НАЧАЛЬНЫХ КЛАССОВ К РАБОТЕ С ДЕТЬМИ МИГРАНТОВ ПРИ МОДЕЛИРОВАНИИ ТЕХНОЛОГИИ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ ПЕДАГОГОВ

The article is devoted to the results of a study of the readiness of primary school teachers to work with children of migrants. The presented research was undertaken in order to obtain information on the practical aspects of the work of teachers with children of migrants. Studying the readiness of teachers to work with migrant children in the space of a modern school, identifying and analyzing the range of problems they face in practice, is one of the stages in the development of technology for preparing future teachers to work with migrant children. The methodological idea of the research is the consideration of children of migrants as a special educational category of students, requiring mastery of special methods and technologies of pedagogical activity. The role of the primary school teacher in the process of including children of migrants in Russian society is highlighted. As a method of the study, a questionnaire survey of primary school teachers was used. The area of application of the results is the process of developing a technology for training future primary school teachers in the system of higher professional pedagogical education in order to form their readiness to work with children of migrants. As a result of the study, it was concluded that the current education system does not adequately meet the modern demographic situation in the context of multicultural education. Teachers play a key role in the process of social adaptation of a child from a migrant family, but the problem of forming teachers' readiness to work with children of migrants remains open. The problems and key factors identified as a result of the research in the work of teachers should be reflected in the development of technology for the professional training of primary school teachers to work with migrant children.

PROFESSIONAL READINESS OF ELEMENTARY SCHOOL TEACHERS IN ADDRESSING AND PREVENTING RISK BEHAVIOR

The paper focuses on the personality of a teacher and his role in the primary prevention of the risk behavior. The article presents the partial results of a questionnaire survey that has been carried out in 2017 with 302 teachers at 12 elementary schools and multi-annual high schools as a partial output of the project RRC/08/2016 Professional readiness of primary school teachers for the risk behavior and its prevention in the Moravian-Silesian Region. The aim of the questionnaire survey was to find out about the relevant facts on the current readiness of elementary school teachers for the risk behavior and its prevention from the point of view of the actual teachers. The questionnaire has been designed by the authors of this paper (consisting of 46 scalable items and 7 open items). Only data from scalable items are included in the paper. The majority of teachers are ready to cooperate with their colleagues and other professionals in the field of solution and prevention of the risk behavior. Most of them find the prevention activities beneficial, they incorporate them into their lessons. When looking for a solution to a given problem as well as when practicing prevention activities, the teachers make use of the discussion with students. Although the obtained results might be region-specific, the authors are of the opinion that these can be regarded as relevant and inspiring for the professional and teaching public.

TENDENCIES OF METHODICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS: LANGUAGE AND LITERARY EDUCATIONAL BRANCH

The research has been aimed at identifying the theoretical bases of improvement of quality of methodical preparation of future primary school teachers to conduct lessons of language and literature educational branch in the conditions of educational environment of the New Ukrainian School. On the basis of a thorough analysis of scientific positions, the author has presented the definition of "vocational training of primary school teachers". It has been determined that an important component of the professional training is the methodical preparation of primary school teachers in higher educational institutions for teaching various educational fields of elementary school (linguistic, literary, mathematical, natural, etc.). It has been found that the result of professional and methodological training is formed professional and methodological competence. The author of the article has considered the sense of the conceptions of professional and methodical competence. Attention has been paid at the peculiarities of methodological training in the field of language and literary education. The results of the monitoring of the vocational and methodological readiness of the students of the fourth year of Mukachevo State University to conduct a personally oriented lesson of the Ukrainian language in the conditions of the innovative educational environment of New Ukrainian School have been presented. We have substantiated the need to improve the process of methodological training (language and literary educational field) of future primary school teachers during the study at higher educational establishment. Critical reflection on the views of scientists, analysis of the content of educational and professional training program 013 Primary education, generalization of survey methods have allowed the author to determine the purpose and to consider the tendencies of improving the methodological training of future primary school teachers to conduct lessons of language and literary educational field in the conditions of educational environment og the New Ukrainian School.

ПІДГОТОВКА ВЧИТЕЛІВ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ОСВІТИ ДО ФОРМУВАЛЬНОГО ОЦІНЮВАННЯ НАВЧАЛЬНИХ ДОСЯГНЕНЬ МОЛОДШИХ ШКОЛЯРІВ

The article identifies the peculiarities of teachers’ training in the system of postgraduate education for the formative assessment of educational achievements of primary students, which has a developmental and corrective nature and allows to achieve quality educational results. The urgency of the transition of domestic institutions of postgraduate pedagogical education from "advanced training" to "development of professional competence" of teachers is confirmed. The essence of the phenomenon of assessment competence of primary school teachers as an integral part of their professional competence, as the ability to assess students’ learning outcomes, which involves their knowledge of the types of assessment of students’ learning outcomes (formative, current, final, etc.), methodic of formative, current and final assessment; ability to apply various methods of formative, current and final assessment of students’ academic achievements, to follow to the criteria established or developed together with students during the assessment, to develop students' skills of self-assessment and self-motivation. The necessity of development of assessment competence of teachers is justified. Its structure in the conditions of the competence-based approach is revealed (motivation, professional qualities, the received knowledge, abilities and skills, activity of subjects of studying and its components: motivational, cognitive, activity, reflexive). The components of the assessment activity of primary school teachers are singled out: outlining the purpose of assessment, determining the terms of assessment, forecasting the expected results, defining criteria, methods of tracking the progress of students in studying the topic. The conditions of readiness of primary school teachers for formative assessment are revealed: motivation of assessment activity; understanding the philosophy of formative assessment; practical skills and abilities of its implementation. Some ways to solve the problem of training teachers in the system of postgraduate education for formative assessment are identified. The criteria of professional readiness of a primary school teacher are illuminated: scientific and theoretical (pedagogical, psychological, professional), methodical, technological knowledge (the use of pedagogical technologies, the ability to accumulate and use positive pedagogical experience, etc.), forecasting the results of own activity, its correction and reflection.

КОМПОНЕНТИ, КРИТЕРІЇ, ПОКАЗНИКИ ТА РІВНІ ГОТОВНОСТІ ВЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В УМОВАХ ІНКЛЮЗИВНОГО НАВЧАННЯ

Introduction. Scientific research is dedi- cated to the relevant pedagogical problem - readiness diagnostic of primary school teachers to educational activ- ity in the conditions of inclusive education. The problem is considered as existence of contradictions between social order on preparation of competent teacher, that is able to organize coeducation of children with the special educational needs and children with normal development as well as in the noncompliance with the requirements of the level of readiness of primary school teachers and insufficient educational-methodological and diagnostic provision of this process. The goal of this article is to separate the content-structural components of primary school teachers' readiness to the work in conditions of inclusive education, criteria, indicators and stages of teacher`s readiness to work in the conditions of inclusive education, that gives the opportunity to provide objective diagnostic. Stages of teachers` readiness are considered not only by degree of components readiness, criteria and indicators of its ap- pearance in professional activity, but also with taking into account the continuity and phasing of the process, gradu- al complication, expansion of spheres of activity, increas- ing the complexity of educational tasks in the professional context. On the basis of theoretical analysis and data generalization of experimental studies of my own pedagogical experience was founded, that teacher`s readiness to work in the inclusive education conditions is the unity of four components: motivational value, cognitive activity, personal reflective and communicative components. These components are realized by the motivational, axiological, cognitive-procedural, reflective and evaluative and communicative criteria. The same amount of indicators were selected for each component to optimize the process of diagnostics. According to the criteria, such stages of teachers` training for educational activity in the inclusive education conditions were separated: height, intermediate, middle and low.

The formation of primary school teachers’ professional readiness for teaching Russian as a foreign language using the opportunities of cross-border education

The article is devoted to the problem of using the opportunities of cross-border education as a factor of professional training of primary school teachers for tuition Russian as a second language. The authors note the relevance of this problem both in theoretical aspects and at the practical level. The article describes an effective way to form the readiness of primary school teachers to implement cross-border education. In this study, the authors reveal new opportunities for professional development of primary school teachers. Based on the content analysis of the regulatory database, it is shown that this problem is related to an upward trend in the Russian higher education system. The article reveals the relationship between teachers' professional training in the field of tuition Russian language to younger students, for whom Russian is a second language, and the existing problems with using Online learning. The article substantiates the need for training primary school teachers, which contributes to the development of their professional competencies both in the Offline mode of training and the Online training. A set of pedagogical measures related to the professional training of primary school teachers to teach Russian as a non-native language in cross-border education can become one of the foundations for the development of the Russian Federation education system. The article is addressed to the teachers of higher and secondary vocational training institutions, as well as future and certified teachers of primary General education.

РОЗРОБЛЕННЯ ЛОГОКОМПЕТЕНТОСТЕЙ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ У МЕЖАХ ПРОФЕСІЙНОГО СТАНДАРТУ

The article presents of the professional competences of primary school teachers, outlined in the professional standard the “Primary school teacher of the institution of secondary comprehensive education”, have been analyzed. It is found out that teachers have the important task of improving their professional skills and expanding their basic professional responsibilities in order to work effectively with children with special educational needs (SENs). This, in turn, requires the expansion and acquisition of logospecific knowledge (LSK) and skills (LSSs) in the field of pedagogical diagnostics, training, upbringing, as well as corrective-developmental and social-pedagogical activities with pupils with impaired speech development, in particular, dysgraphia. The author defines logospecific knowledge and skills that envisage the preparation of primary school teachers to assist pupils with impaired writing skills and taking into account the personal development of children, their needs, age and individual characteristics in their unity. It is noted that the success of a child with difficulty in writing skills or his/her impairment depends in particular on the competence of primary school teachers, their desire to understand the problem, the ability to provide corrective and pedagogical assistance. In the context of the general education space, the issues outlined are of particular importance and determine the need for forming logocompetence of teachers, which involves the acquisition of logospecific knowledge (LSK) and skills (LSSs). It is emphasized that the modern requirements for the education of primary school pupils can be realized if the primary school teacher will be a highly-professional, competent specialist in this field, be aware of the goals and values of this work, be professionally mobile, be able to respond to changes in the social and personal development and psychophysiological features of the child, master new pedagogical technologies. Key words: logocompetence, primary school teachers, primary schoolchildren, dysgraphia, impairment of writing.

Методологическая сущность подготовки учителей начальных классов к их взаимосвязанной образовательной и иноязычной профессиональной деятельности

The article highlights the problems related to the training of the primary school teachers in their interconnected educational and foreign language professional activities. It is stated that training of future primary school teachers cannot consist only in teaching isolated subject content, but it should be carried out on the basis of the formation of several types of competencies, such as: psychological and pedagogical, major subject-centred, methodology-oriented. The combination of these competencies will lead future teachers to their readiness to teach schoolchildren any of the curriculum subjects. The aim of the work is to substantiate the possibility of developing the readiness of primary school teachers for integrated teaching educational and foreign language speech activities using the example of teaching Fine Arts in English. An attempt to substantiate this action is supposed to be based on the laws of dialectics, namely: the law of unity and diversity of the world, the law of unity and struggle of opposites, the law of the transition of quantitative changes to qualitative ones, the law of the negation of negation, which are considered the main driving forces for the development of nature, society and intelligence. The research methods are as follows: theoretical – the analysis of pedagogical, psychological, didactic literature on the research problem, which allows further theoretical substantiation of the expediency of the training intended for the future Primary School teachers for integrated teaching educational and foreign language speech activities. Taking into account the results of the work, we came to the conclusion that it can be considered dialectically legitimate for the future Primary School teachers to integrate teaching an educational course in a foreign language, during which primary schoolers obtain knowledge and develop skills in their major subject, as well as foreign language knowledge, skills and abilities, allowing both to learn the basic discipline by means of a foreign language, and to conduct educational activities at the lesson by means of a foreign language. Keywords: integrated education, training of Primary School teachers, educational and foreign language speech activities.

Профессиональное образование учителя начальных классов: построение модели

The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.

Kesiapan Guru Mengimplementasikan Kurikulum 2013: Studi Pada Sekolah Dasar Pilotting

This study aims to find out and measure 4 model factors that influence the readiness of elementary school teachers in implementing the 2013 curriculum. This research is a correlation study. The data used is quantitative data. The technique used is confirmatory factor analysis and partial correlation. This study shows that the four-factor model as a suitable and very significant indicator variable correlates with the readiness of primary school teachers in implementing the 2013 curriculum. This study confirms that the transformation of mindsets, understanding of 2013 curriculum concepts, ability to analyse the subject matter and teaching design are significantly suitable and relates positive to the readiness of primary school teachers as latent variables.

PRIMARY SCHOOL TEACHERS’ PRE-SERVICE TRAINING: THE EXPERIENCE OF ISRAEL

The article reveals the peculiarities of professional and pedagogical prepa-ration of primary school teachers, which are considered to be a prerequisite for determining the effective directions of the Ukrainian educational system develop-ment in the conditions of its reformation. It was found that initial professional education in Israel takes place in pedagogical colleges and universities.There are eight universities in the country characterized by multi-disciplinarity, training, teaching and research in various fields of knowledge; this provides a wide range of specialities and a diverse range of training areas. Educa-tional institutions implement two directions of education: academic and studying for the degree of a certified teacher through the provision of vocational and pedago-gical education. High educational institutions are divided into 3 categories: those that are recognized by the Council for Higher Education, award the first academic degree in pedagogy -- B.Ed (4 years of study) and a certificate of the Ministry of Education (3 years of study); educational establishments that give a certificate of the Ministry of Education (3 years of study); Colleges of Independent Religious Edu-cation (working under the control of the Ministry of Education).Among the main progressive trends in updating the contents of the Israeli higher professional education are the intensive development and implementation of curricula that have an interdisciplinary and problematic character; differentiation and individualization of the content of education, reproduced in the modular organi-zation of the educational process, the use of variation programs, the free choice of disciplines and the object of research within the program; integration of learning with practical activities by increasing the time for pedagogical practice, the intro-duction of various forms of organization of pedagogical activities during training and postgraduate qualification improvement.A detailed review of Israeli electronic educational resources allowed making the assumptions about their large numbers and diversity, but their use requires payment.

TEACHERS’ READINESS TO IMPLEMENT THE ACQUISITION OF TRANSVERSAL SKILLS IN THE CONTEXT OF THE NEW STANDARD

In today’s rapidly changing world, when information technologies are developing very fast, a new change of the paradigm of the educational system is needed. It means that a teacher’s pedagogical activities also have to change – from an educator to a cooperation partner in the teaching/learning process. National Centre for Education (NCE) has worked out a new ”Competence approach to teaching/learning content”, the aim of which is to ensure the acquisition of the content of general education based on competence approach, and which embraces all stages in education.The objective of the article is to reveal the essence of competence approach and the readiness of primary school teachers to implement the acquisition of transversal skills in teaching/learning process and when planning curricula.In order to obtain data, semi- structured interviews, observation, the analysis of documents have been used. According to the research results, part of the teachers finds it difficult to change their style of conducting the teaching/learning process. Explanation and task formulation dominate without involving pupils in discussions.

POSTGRADUATE TRAINING OF PRIMARY SCHOOL TEACHERS THROUGH THE FORMING OF THE PUPILS’ SCIENTIFIC PICTURE OF THE WORLD

KUZMENKO Vasyl – Doctor of Pedagogical Sciences, Professor, Head of Pedagogy and Management of Education Department, Kherson Academy of Continuing Education, Pokrysheva Str., 41, Kherson, 73000, Ukraine E-mail address: kuzmenkovasiliy@gmail.com ORCID: http://orcid.org/0000-0002-0211-5173 ResearcherID : http://www.researcherid.com/rid/C-9659-2019 PRYMAKOVA Vitaliia – Doctor of Pedagogical Sciences, Professor of Education, Psychology and Inclusive Education Department , Kherson Academy of Continuing Education, Pokrysheva Str. , 41, Kherson, 73000, Ukraine E-mail address: pran703@gmail.com ORCID: http://orcid.org/0000-0002-8914-6748 ResearcherID : http://www.researcherid.com/rid/C-9339-2019 To cite this article: Kuzmenko, V., & Prymakova, V. (2019). Postgraduate training of primary school teachers through the forming of the pupils’ scientific picture of the world. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy» , 8/40, 57–67. doi: 10.24919/2413-2039.8/40.164396. Article history Received: October 13, 2018 Received in revised form: December 2, 2018 Accepted: February 18, 2019 Available online: April 22, 2019 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). Abstract. The article substantiates the problem of teachers’ postgraduate training through the forming of junior pupils’ scientific picture of the world. The analysis of publications devoted to this research and similar topics made it possible to state that in contemporary literature there are a lack of significant works on the above-mentioned question. To solve the problem, we analyzed its theoretical aspects, identified methods, specified pedagogical conditions, implementation of which can ensure the readiness of primary school teachers to form pupils’ scientific picture of the world. The article clarifies the essence of «the junior pupils՚ scientific view of the world» concept and characterizes the features of its formation. To realize these features, the teacher of elementary school should create a favorable environment for individual development of schoolchildren in primary school, organize various types of integrated educational and cognitive activities, in particular creative, research, labor, etc.; to implement the principle of the nature compliance in order to take into account the age peculiarities of junior pupils; be able to find effective forms and methods of optimizing the educational process; to provide the development of cognitive mental processes for the development of which the junior school age is a sensitive period (perception, memory, imagination, attention, speech, thinking). After analyzing the possibilities of the postgraduate pedagogical education system in solving the above-mentioned tasks, we defined the stages of appropriate specialists training, which include the coursework, between the course periods and the self-education of teachers, the systematic work during which the readiness to perform such activity is determined. The structural components of readiness are motivational, cognitive, activity, reflexive and corrective; their content is described in the publication. On the basis of developed criteria and levels of teachers’ readiness formation to solve this educational task (high, medium, low), its pedagogical diagnostics was carried out, after which the efficiency and effectiveness of the pedagogical conditions substantiated by authors were experimentally tested. Thus, we determined the pedagogical conditions of postgraduate teacher training to the forming of junior pupils’ scientific picture of the world, namely: the motivation of primary schools teachers in this direction of pedagogical activity; mastering theoretical knowledge about the essence of key concepts and forming of junior pupils’ scientific picture of the world peculiarities; formation of the necessary skills for the teachers; improvement of reflexive skills and working skills to adjust further work taking into account the results obtained, were recognized effective. Acknowledgments. Sincere thanks to the pedagogical staff at Kherson schools № 7, № 16, № 28, № 45 and students of Communal Higher Educational Establishment «Kherson Academy of Continuing Education» of Kherson Regional Council. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.

Czech Experience of Future Teachers Training to Work in the Conditions of Inclusive Education

The article examines the Czech experience of future elementary school teachers training for activities in the context of inclusive education. The main models of inclusive education in the world and specifically the Czech Republic are considered. The basic laws concerning the training of teachers, special teachers, assistants are analyzed. The basic teachers’ competences are determined according to the Czech standard of the teacher’s profession quality; the necessary conditions for conferring the qualification of primary and secondary school teachers are defined. The system of higher education in the Czech Republic and the educational programs of leading higher educational institutions for the preparation of primary school teachers and special teachers are considered. The Charles University and the Masaryk University were selected for the research as leading, because these institutions ranked the highest in world rankings. The article acquaints readers with the activity of pedagogical faculties of both universities. The particular attention was paid to the activities of the departments of pedagogy and special pedagogy. The curricula of training teachers, assistant teachers for a work in inclusive education were analyzed. This made it possible to state that bachelor/master’s programs were designed to provide graduates with the necessary knowledge, ethical values and practical skills necessary for constructing a pedagogical career. The contents of the bachelor/master’s program provides an extensive and deep knowledge in the fields of inclusive education, including the theory of special pedagogy, the necessary skills and abilities in providing medical services, knowledge of the behavior of a child with different pathologies or abnormalities. It is found that a theoretical training is given to most of the study time, the courses of in-depth specialization are offered. It is determined that in the process of special teachers’ professional training in the Czech Republic, three main components can be distinguished: general pedagogical, special pedagogical, specialization with a choice in two main types of A and B. The bachelor training is carried out in two models: simultaneous (parallel, integrative) and sequential. During the study, it was emphasized that an adherence to the unified structure of training bachelors/masters of special education for all institutions of higher education in the Czech Republic contributes to improving their theoretical, methodological and practical basis, facilitates the students’ transition from one educational institution to another, an admission to a magistracy in another institution of higher education, gives a few specializations. Consequently, the peculiarities and positive aspects of training specialists for a work in the conditions of inclusive education in the Czech Republic are highlighted in this article as those, that could be used in Ukraine taking into account the peculiarities and traditions of the national high school.