Opción, Año 33, No. 85 (2018): 475-499
ISSN 1012-1587 / ISSNe: 2477-9385
Determination of the pedagogical conditions for forming the readiness of future primary school teachers
Saule Zhakipbekova Zhetysu State University, Taldykorgan, Kazakhstan sauleskorpion@mail.ru
Abstract
An article dealt with the questions of training of pedagogical personnel for work in inclusive educational institutions. The actual
direction in meeting the challenges
for forming the readiness of
pedagogical potential is determination
of
pedagogical conditions at the
higher school, development of learning technologies, aimed at bridging
the
gap between theoretical knowledge and professional skills and abilities
of
the future primary school teacher. Also, there is determined a role of
pedagogical conditions at realization of model for forming the readiness
that will allow to carry out
the
training process effectively of
future
primary school teachers for joint training
of
children with special
educational needs.
Keywords: training,
the
pedagogical conditions,
readiness,
the primary school teacher, joint training.
Recibido: 10-01-2018 Aceptado: 09-03-2018
476
Zhakipbekova .et al.
Opción, Año 34, No. 85 (2018): 475-499
La determinación de las condiciones pedagógicas
para
la preparación de futuros maestros de escuela
primaria
Resumen
El artículo trató las cuestiones de la formación
de
personal
pedagógico para el trabajo en instituciones
educativas
inclusivas. La dirección real para enfrentar los desafíos para formar la preparación
del potencial pedagógico es la determinación
de las condiciones pedagógicas en
la escuela superior, desarrollo de tecnologías de aprendizaje destinadas
a cerrar la brecha entre el conocimiento teórico y las habilidades y destrezas profesionales del futuro maestro de escuela primaria. Además,
se
determinó el papel de las condiciones pedagógicas en la realización del
modelo para formar la preparación que permitirá llevar a cabo el proceso de capacitación
de
los futuros maestros de escuela primaria para la capacitación conjunta de niños con necesidades educativas especiales.
Palabras clave: entrenamiento, condiciones pedagógicas,
preparación, maestro de escuela primaria, entrenamiento conjunto.
1.
INTRODUCTION
Development of modern domestic educational system is followed
by
the difficult processes of changes in people consciousness and requires reconsideration fundamental and universal knowledge. For
the
last twenty years the domestic school undergone essential changes in conditions of
influence of the market relations,
change of valuable orientations, so, it is possible to say that the organization of educational process on the new
principles, providing democratic transformations
and
integration of
national system into the world educational space, plays a significant role.
The reforms, happening in the Kazakhstan society, affect practically all
elements of an education
system
— the content, methods and forms of training, ways of result assessments, management
and financing, creation
of
material and technical resources. The variety
and unconventional
character of solvable pedagogical tasks determine the training problems of
the
primary school teacher for their decision.
Now,
the progressive
tendencies are joined in development of the higher pedagogical education rapidly. For example, appearance of the variative technologies, focused on subjectivity, creative individuality
of
the students, activization of their
internal resources, etc.
One of the major modern
directions in meeting
the
challenges for forming the readiness
of
pedagogical potential is determination of pedagogical conditions at the higher school, development of learning technologies,
aimed at bridging the gap between theoretical knowledge and
professional skills and
abilities of the
future
primary
school teacher.
The complex of pedagogical conditions is provided with holistic
perception of the united parts, and it is determined by the unity of tasks, the principles, regularities, forms, methods and means of achieving the goal for forming the readiness at future teachers (BIKTAGIROVA and
KHITRYUK, 2016). For the last decades in Kazakhstan it is more and more realized that mental and physical disability
of the child don’t deny
human essence, ability to empathy, acquirement of a social experience. In
this regard joint form
of
training children with the normal and
developmental disorders should favorably affect not only development of the personality of disabled children, but also their normally
developing peers.
Formation of
a
position
of acceptance, tolerance, empathy to
―special‖ pupils, the
aspirations to help
them,
which are
formed
at
interaction of the child with features in development
and their normally developing schoolmates in united educational space, reduces risk of
emergence of aggression at the last mentioned. However, many primary school teacher are insufficiently
ready to work with disabled children.
Moreover, the problem of teacher training of primary
education for work with disabled children in the training system is developed insufficiently in
higher education
institutions as well.
Organizing training
of primary school
teachers for work with disabled
children, we have to know
accurately not only essence, but also structural components of required
readiness. Only on that condition it is possible to carry out purposefully and qualitatively
this process (ZULFIJA et al., 2013). It should be noted that
the
lack of system approach to a problem of training of future primary school teachers for work in inclusive educational institutions in the
conditions of
the universities is the
result in deficiency of necessary competences, and the future professionals have no the main idea
about the
integrity of conception of the work content with such children. This article
is determined the main pedagogical conditions for forming the readiness of future primary school teachers for collaboration work according
to the
special educational needs of children in the conditions of modern
educational space.
2. METHODOLOGY
Human resources are one of the main indicators
of
success, the continuity and realization of the goals and aspirations
of organizations. In
each
organization, the decision and management of each manager directly
affects the job performance of employees. The
main idea of
the
research is
that formation
of readiness of the primary
school teacher for work with
disabled children is implemented
during creation of the educational
environment of higher education institution, when the students, on the basis of the gained knowledge and abilities, are capable to carry out functions of socialization of pupils, so it is actualized their own activity
and
creative potential. It means that the future teachers in higher education
institution have to investigate deeply the system of competence, providing
them successful cooperation with children and family on permission of the arising problems of inclusive education.
From these positions, one of the important aspects in realization of the purpose of our scientific work is
theoretical justification of pedagogical providing for forming the readiness
of
future primary
school teacher to work with disabled children, and also revelation
of
the complex of pedagogical conditions for training of future primary school teachers. So,
the given question
is acquires a special
importance
and
relevance. Studying of the theoretical researches
and
practice of training for the future primary
school teacher on work with disabled children demonstrates that not all aspects of this problem got the practical permission,
as it remains not quite certain, and, the potential of the condition complex, helping for forming the readiness of future primary
school teacher for inclusive activity, is not fully realized. Besides, there are insufficiently developed and proved the contents and the system of
purposeful use in vocational training,
the individual
approach, active forms and methods, providing system training of the specialists, capable to work in the conditions of the inclusive school. At the same time, development of these aspects could help with training of future primar y school teachers for professional pedagogical
activity, expand their
knowledge about psychological regularities and features of age and personal development of disabled children; knowledge of contents and the
principles
of
the organization of educational process of joint training of
disabled children; ability to realize various ways of the correctional developing activity. Studying of views of various researchers concerning definition of the concept ―pedagogical conditions‖ allows to select
several
statements which are important for our comprehension:
- pedagogical conditions act as the constituent element of a holistic
pedagogical process;
- pedagogical conditions reflect consolidation of the possibilities
on
the educational and material and spatial environment;
- the structure of pedagogical
conditions has as internal
(providing personal development
of subjects of educational process), and external
(promoting
to
formation of the general educational system) elements;
- realization of correctly chosen pedagogical conditions provides development and efficiency of integrated functioning of
pedagogical system.
Expert poll of the primary
school teachers, working at comprehensive secondary school, is considered by us as the leading method for identification of the conditions, necessary for manifestation of
creativity in professional activity. The results of expert poll show that most of teachers aren’t ready to
joint work with children having the
normal development and disabled children; and
university training of
future primary school teachers isn’t sufficient for work with disabled
children. Teachers find it difficult to
work in classes where disabled
children will study
together with peers, but they would agree to teach on condition of sufficient vocational training. According
to experts, future
primary school teachers should have the special training for the graduation period of the university in order
to take part in training process of disabled children. The process of vocational training of the students in specialty
―Pedagogy and methods
of primary education‖ have to conclude the
disciplines, concerning process of
joint
training for children with the
normal development and disabled children, to create conditions for
obtaining necessary knowledge,
skills and abilities not only pedagogical, but also general defectology character.
The current research is applied from the point of view of applied research and considering the content of the subject, the research method is
descriptive. Regarding the main objective of
this
study, the effect of organizational
change strategies on the job performance of teachers in Kazakhstan is
considered. According to the relationship
between variables, this descriptive-correlational study is one. According to
the method of data collection, survey
approach is dominant in research.
Acquiring
complex science and techniques is possible through complex
educational methods. For this reason, the task and responsibility
of
the professor today are heavier and more complex than before. In the traditional way, society and individuals cannot be turned into a complex and advanced transformation.
In
a complex world, nobody needs education. Today, activity
in school and in education has become a huge part of human life and can no longer be viewed
with a disciple and upbringing.
3.
LITERATURE REVIEW
At the present stage the changes of school education development
and
pedagogy is the transformation to search of mechanisms for training improvement of pedagogical personnel, bringing their capabilities closer
to the ever-growing
demands of the individual and society. In this regard the present education system is become integrated, multilevel
and
multistage more and more, opening new possibilities
of personal, social
and
professional development.
So,
great demands are made not only on vocational training, but also on the personality
of
the university graduate,
which is reflected in tendencies of reforming
of
the education system. On the one hand, the high professional competence is considered as a necessary condition and as a component of the personality development,
and
with another – the structure of basic competences
the
graduate of the
higher education
has include such personal qualities
as: responsibility, initiative, independence, aspiration to self-development
and self-
improvement, adequate valuable orientations.
In many researches
the
essence for forming the readiness of the
primary school teacher
is
considered
as the fulfilled system of qualification
characteristics in which there are defined contents and the
system of theoretical knowledge, the list of the pedagogical skills, necessary for implementation of teaching and educational functions of the
primary school teacher (LIN et al., 2003, MOVKEBAYEVA et al., 2016);
as process of vocational training in general (NAMAZBAYEVA, 1982, KODZHASPIROVA and KODZHASPIROV, 2005). Considerable interest represents researches (ZINCHENKO, 1985, ANDREEVA, 2003),
which are
connected:
with
the analysis of means
and methods for formation of new pedagogical thinking, creation of organizational and
pedagogical
conditions, which are the most important condition of professionalism improvement at students. Among the various occupations
of a community, teacher education is one of their most important, and teachers have been found to be invaluable
in fostering
the future
generations of each community
due to the direct effects of education and education on the children of their families (PLETENEVA and EMELYANOVA,
2014, FOKINA et al., 2016). Teacher's career, along with its importance,
is recognized as
one of the most stressful
jobs in the world. Teachers are the most important and
influential factors in the
school and
are responsible for their
job
performance
and students'
academic achievement and targeted actions in the organization. Therefore, teachers have to be stimulated
and
motivated to earn high performance.
Also, the progress
of
a country depends on its educational system in the
first phase. Teachers play a critical role in the successful educational system and it is believed that good performance of students depends on
the way teachers teach
their
teachers (FOMINYKH et al.,
2016). Teachers'
job performance is one of the most important factors in
facilitating student learning. The teacher's job performance is also defined as
tasks assigned by the teacher at a specific time and at a school to
achieve organizational goals. Questions for forming the professional
readiness of the teacher in the field of inclusive education were considered
both
domestic and foreign authors.
4. RESULTS
For determination of the pedagogical conditions in the research we were guided
by basic requirements of the State general education standard
of ―Primary education‖ specialty, key provisions
of the offered model for forming the readiness, requirements
to the final result of the training for
primary school teacher who is ready to joint training of children with special educational needs.
We consider pedagogical conditions as
the
main
characteristics of educational process of higher education institution. In our opinion, it
is logical to mark out the complex of pedagogical
conditions,
proceeding
from the next: in relation to what they are
formulated, provided, observed. We will consider the highlighted conditions from the point of view of their provision in the process of forming the readiness of future primary school teachers to joint training of children with special educational needs.
Motivation to activities for the organization of joint training and
education of children with special educational
needs. We consider this
condition as a key at forming the readiness of future primary school
teachers for joint training of children with special educational needs. Its implementation is due to the organization of the training process, directed to stimulation
of
aspirations for future primary school teachers to self- development. This condition is provided through formation of a personal and semantic component
of
readiness the future primary school teachers
for joint training of children with special educational
needs. In the course
of training it is necessary to form
at future primary school teachers
steady positive orientation on development of inclusive activity, deep personal
interest in implementation
of
pedagogical activity in the conditions of involvement
of disabled children in environment
of normally
developing
peers. It happens optimally by means of drawing attention of future
primary school teachers to pressing problems of children with special
educational needs, through the logical presentation of the material, with a
consistent introduction of the future primary school teacher to an understanding of the importance, necessity and, to some
degree,
the inevitability of introduction the forms of joint training of children, by means of the analysis of real examples of successful inclusion of disabled children in general education process.
The most effective methods in the solution of this question is the analysis of positive experience of joint training and education
of children
with the special educational needs (opinions
of
skilled primary school
teachers, opinions of parents of the disabled children, attending primary school, videos of lessons with children, etc.). The motivation
of
future
primary school teachers to joint training of
the children
with special educational needs can be successfully formed
by
constantly increasing the level of requirements
for mastering the educational material with simultaneous unobtrusive
support and assistance in mastering the new material. The positive internal motivation
is reached in case the student realizes priority of the performed tasks
for the future professional activity, and he take a sense in the technologies mastered by him. The external motivation
to development for joint training and children education with special educational needs is successfully reached through an explanation of
future primary school
teacher of that
fact
that possession of
new
technologies will significantly
expand possibilities of employment of
future primary school teachers, to increase their competitiveness
in labor market. Formation of socially significant motivation
of future primary school
teachers to joint training of children
with special educational needs
finds the reflection in development
of
the motives, connected with
awareness of public value of the joint training, with
a sense of duty, social responsibility in general,
and in particular, the
children
with
special
educational
needs. An important role in formation of motivation will play
involvement of future primary school teachers to participation
in inter-
university
student’s conferences and the Olympic games, which would allowed them to show the own knowledge before wide audience.
Formation of the reflection of future
teachers of primary classes in
the
training process. The reflection performs as an important condition of training of future primary school teachers for joint training of children with special educational needs. The most effective ways, forming a
reflection of future primary school
teachers are the ethical conversations, group discussions,
informing about values, shown as aiming for the idea, with an interactive
form, helping to make values both group and individually significant, and also the questionnaires, actualizing the reflection for the primary school teacher. Active use of beliefs, modeling
of a situation of the moral choice give an opportunity to form full-fledged
axiological
space, in which the values of joint training for children with special educational needs are become conscious.
Adaptation of training content on development of activities
for joint training
of children
with special educational needs to basic readiness
of
students. Undoubtedly, the formation
of
readiness for joint
training of children with special educational needs has to be imposed on a certain level psychology and pedagogical, in particular the general
defectology knowledge and abilities. This condition requires from future primary
school teachers of existence of basic knowledge
and
also special knowledge, necessary for implementation of joint training and education
of
children with special educational needs.
Basic knowledge are knowledge about content of activity of future primary school teacher, essence, contents and the principles
of
the organization for joint
training and
education of
children
with
special educational needs, ideas about structure of disorders in psychophysical
development,
and in general, about the system of special education. As a
basic component we understand the subject, psychological and methodical
knowledge, skills and abilities, including general defectology, and as a special component - the following psychology and pedagogical
knowledge and abilities: knowledge of essence of inclusive education, its
differences from traditional forms of education; knowledge
of psychological regularities and features of age and personal development of the disabled children; knowledge of methods of psychological
and
didactic planning of educational process of joint training of children with normal development and disabled children;
ability to realize various ways
of
the correctional developing activity, pedagogical interaction between
all subjects of the educational environment (with pupils separately
and in group, with parents, colleagues teachers, experts of psychology and pedagogical support, the management).
Mastering of basic knowledge conducts within studying of
disciplines
of the main and additional training, by means of passing the
primary school teachers through the pedagogical practices. It is more
logical to begin
education according to
the specified direction at the
second year of training of future primary school teachers, as by this period
students already seize the main knowledge in disciplines
of general vocational
training. They know the basic concepts, reflecting essence of
pedagogical activity, the organization of pedagogical
process in primary
school and
the
basic skills of
analysis
on pedagogical
processes are
formed. Within studying of psychological disciplines students study the
features of mentality
development
of children with special educational needs, the main psychological phenomena and new formations of each age. On the one hand, such a set of knowledge is necessary, on the other
hand - is sufficient for entry of future primary school teachers into process
of joint
training
for
children with
special educational needs.
This
condition provides the sequence and training concentration.
Practical orientation
of
the content of training for future primary
school teachers on joint training of the children with special educational needs. Within the framework of the constructed model for forming the
readiness of future primary
school teachers for joint training of children with special educational needs there was done the essential emphasis
towards a procedural and effective component of readiness by means of the displacement
of training direction towards mastering of ways for the solution of practical
problems of future activities for joint training of
children with special educational
needs. In the course for forming the
readiness of primary
school teachers for joint training of children with
special educational needs it is necessary to focus them consistently
and fully on
implementation of certain professional
actions which
were
defined in advance in the form
of the requirement to the level of
development
of
the training content. Modern educational standards make the demand of accurate orientation
of education for future profession,
obligatory
inclusion in training process of laboratory
practical works and practical training. Within development of model and methods for forming
the
readiness of primary school
teachers for joint training of children with special educational needs
we considered necessary to avoid excessive
theoretical load of training process. Inclusion in training process of a
practical work, the analysis of production
situations, imitating modeling,
the solution of
the situational tasks, allowing to
fulfill systematically professional abilities. Resource ensuring of training process for forming the
readiness
of
future
primary school
teachers for
joint training of
children with special educational needs are: adaptation of training content
on
development of activities for joint training of children with special educational needs to basic readiness of the students; practical orientation
of
training content of primary school teachers for joint training of children with special educational needs with the normal development and disabled
children; resource ensuring of
process for forming the
readiness of primary school teachers for joint training of children with special
educational needs.
Resource
ensuring of process
for forming the readiness of primary
school teachers for joint training of children with special educational
needs is provided according to requirements of standards. Everyone receives the course program, containing the educational
and
methodical materials, including the
description of the purposes and
tasks
for
mastering of a course, contents of planning for mastering of the course, detailed
methodical recommendations, control and estimated
materials with evaluation criteria, information sources (literature, electronic sources, references to the websites). Besides, future primary school teacher
have to be provided with an electronic package of training materials (selection of
materials in the formats: word, PDF, etc.), including the description
and
methods of mastering of each module where it is necessary to address to them in the training process for seminar studies. Such information
and resource providing of process for forming the readiness for joint training of children with special educational needs contributes
to the development
of independence at material mastering, stimulates creative search, gives the possibility to choice the speed of course mastering, creative influence on the training process, forms ability of planning, forecasting.
Modern education requires accurate formulation of the
end for training results of the professional in compliance
requirements to a profession that demands existence of reasonable criteria and indicators for mobile pedagogical assessment of level and success for forming the readiness of primary school
teachers for joint training of children with
special educational needs.
Selection of estimated materials for monitoring
of
dynamics of formation process has to be made on the basis of set of criteria and indicators
of
readiness of future primary school teachers for joint training
of children with special educational
needs. Formulation of criteria and indicative readiness of future primary school teachers
for joint training of
children with special educational
needs allows to form readiness
consistently,
beforehand selecting the material and methods of training,
providing
compliance to each of the marked-out criteria. If there is a system
of
precise criteria and indicators of readiness the solution of tasks
for formation at the primary school teacher of readiness for joint training of children with special educational needs is implemented
consistently through achievement
by
them in the training course of compliance to the marked-out
criteria and indicators. Compliance
of evaluation
criteria (motivational
and orientation, information, operational) to readiness
components (personal and semantic, cognitive, technological)
allows to achieve the program
accuracy and integrity of training, provides, on the one hand, the possibility consistently and linearly to form and estimate
compliance to each
criterion, with another,
to
control the process
of forming the
readiness in a
complex.
Use of
estimated
control of
knowledge and abilities received
during training, allows to determine compliance of personal achievements
of future primary school teachers
to requirements of the profession within
the
current and test control. It is expedient to use rating control at developing the control and estimated
procedures. There are reached at realization: maintenance
of
constant feedback with future primary school teachers in mastering
of
the training material and acceptance
of
optimal solutions in training quality management and also training individualization, stimulation of independent work of future primary
school teachers, taking into account individual abilities and interests.
Thus, providing all set of above-mentioned pedagogical conditions
at realization of model for forming the readiness will allow to carry out effectively the training process of future primary school teachers for joint
training of children with special educational needs.
5.
DISCUSSION
Some authors connect the questions of implementation of
pedagogical conditions in modern researches directly with: pedagogical
activity, individual
and collective creative activity of the teacher (BATSIOU
et al., 2008); the teacher aspiration to the solution of the pedagogical
tasks necessary for achievement
of effective results on the basis of knowledge, skills (MOVKEBAYEVA et al., 2016); development
of pedagogical
professional competence and a reflection of activity;
professional development on condition of creation the modular program
for improvement of professional competence of the;
nature
of
professional
activities and activity of the personality, his need for self-development and
self-actualization. Other authors determine practical implementation by
the
parameters of success of professional activity: ―I am the concept‖ of the
teacher; intellectual and
strong-willed features of the teacher, his
professional knowledge and methodological
bases, possession of pedagogical technology.
ALLAN (2003) says in her researches that ―the effective integrated
training is possible only on condition of training and retraining of the personnel
both
teachers of general education, and special schools. The purpose of such training is mastering by the teachers of mass schools of defectology
knowledge and special pedagogical technologies which will provide possibility of the qualified training for disabled children‖.
From the point of view of foreign researchers (Ingrid Lewis and Sunit Bagree) it is necessary for modern school to have a teacher for each child who will be able
to offer
him the quality and inclusive education. Children, who are felt that their teachers don’t understand them and don’t have the general idea, can often
be drop out from the training process. It is necessary to create the following conditions for this purpose:
• to conduct more in-depth development of the understanding of
inclusive education
and
a better understanding of how to introduce inclusive educations
at all stages of training in the professional development.
• to give a support in the field
of
teaching for acquaintance with the
existing system of training and determination of the possibilities for inclusion of
children with special educational needs
in the
modern training system.
• to improve the training system of teachers, who will create
effective balance of theoretical and practical training.
Implementation of these conditions will exert impact on growth of the inclusive,
highly skilled and well paid pedagogical labor.
Hardman, M. says that the universities are obliged to reflect the current researches on effective teacher training and to react to the changing needs of the XXI century (HARDMAN,
2009). Loreman T., Deppeler J. and Harvey D. in
the
practical guidance on inclusive education state the principles which
are
the cornerstone of educational variety and inclusive practice also they discuss a range of different needs, where teachers in inclusive audience can face with them. They
explain the practical questions, connected with assessment, planning and introduction
of the inclusive training program. The social emphasis is placed on providing that all pupils got worthy
educational experience, at the same time studying
together, and there is more accurately emphasized the process approach to inclusion of school, applicable to all pupils, but not emphasis on categories, which are often appropriated to those, who has different needs for training (LOREMAN et al., 2005). Merrifild, M.M.
opens in his researches: why and how the teachers overcomed a gap between multicultural
and global education for teacher training for a variety and justice (MERRYFIELD,
2000). Professional working theory of Guðjónsdóttir H. and Dalmau M.C. takes a
new view on education, and can quite claim that there is no the best way to make it, than through vocational education of teachers by approach to
their own
pedagogical
development by
means of
use
of self-training
(DALMAU and GUDJÓNSDÓTTIR, 2002). Generalizing in a whole the above-stated, there can be claimed that the specified pedagogical
conditions of forming the readiness for professional activity of future
teacher in educational process of higher education
institution
represent systemic unity. Even more often pedagogical education requires the relationships with other partners and Darling-Hammond points out that
―the pedagogical education institution must go further and further from the university and to interact more and more closely with schools in mutual transformation‖.
6. CONCLUSIONS
We, in the course of development and justification of structural and
substantial model for forming the readiness, studied the training process of
future primary school teachers for work with disabled children and determined
a
complex of the pedagogical
conditions, influencing efficiency of development of professional competences for future
teachers. This article is opened the analysis of researches of professional
teacher readiness for work in the conditions of inclusive school.
The
analysis of basic requirements of the State general education standard of
―Primary education‖ specialty and key provisions of the offered
model for
forming
the
readiness are the basis for the
author to determine the
complex of pedagogical conditions for forming the readiness of future
primary school teachers for joint training
of
children with special
educational needs in the conditions of modern educational space.
According to our research the pedagogical conditions are understood as
set of factors, the components
of
educational process, providing more
successful development of professional competences for future primary
school teachers to joint work with children with the normal development and disabled children.
As we consider pedagogical conditions as characteristics
(internal and external) of the integrated pedagogical
system, we can claim that the
separate, accidentally
chosen pedagogical conditions can’t influence
considerably
on
the realization of complete model of development of professional competences for future primary school teachers. The flexible, dynamically
improved complex is necessary for this purpose: personal
development of the student, resource ensuring for training process in
higher education institution, existence of reasonable criteria and indicators for mobile pedagogical assessment of level and success for forming the
readiness of primary school teachers; knowledge of the specifics on joint training for children with the normal development and disabled children, the methodical content of training for disabled children, their psychophysical
features and the nature of disorders. Thus, the problem solution for formation
of professional readiness of future primary school teachers
in higher education institution is feasible taking into account two aspects: organizational – the organization of educational process within
model; personal – interrelation
of
the subjects of educational process.
Considering the aforesaid, we
specify that pedagogical conditions for forming the readiness of future primary school teachers in the course of vocational education are consolidation of external circumstances
of educational process and internal features of the student personality on
which the formation
and
development of highly professional characteristics of the personality are depended. According to the results of
studying of
the process for forming the readiness of the teacher to activity, the analysis of domestic and foreign researches, considering the content of the developed model,
we concluded the next: formation of the professional readiness for future primary school teachers for joint work with children with the normal development and disabled children must be
made at creation of the following pedagogical conditions:
– the development of program-content support for higher education
of
future teachers on the basis of qualitatively improved training;
- formation of the socially significant motivation of future primary
school teachers
to
joint training of children with special
educational needs;
- formation of the reflection of future primary school teachers in
the
training process;
- adaptation of the training content for
development of activities for joint training of children with special educational needs to basic readiness of the students;
- practical orientation of the training content of future primary school teachers;
- resource ensuring of the process for formation
of readiness for
primary school teachers, according to the standard requirements;
- existence of reasonable criteria and indicators
for mobile
pedagogical assessment of the level and success for forming the
readiness of primary school teachers for joint training of children
with special educational needs;
- use of the estimated control of knowledge and abilities, received
during training in higher education institution.
For this purpose we developed and introduced an elective course in
the
high school process of approbation: ―The work organization
of the
primary school teacher with disabled children‖, which will promote to the formation
at young specialists of such qualities as: the activity,
competence, professionalism, responsibility, self-improvement, ability to make non-standard decisions, and also will provide the maximum approaching the
training to real professional activity.
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