Relationship of the criteria and indicators effectiveness of continuous training of the primary school teacher to the work in the conditions of inclusive education

Abstract

This article is dedicated to the relevant pedagogical problem – diagnostic of primary school teachers` readiness to the work in conditions of inclusive education. The system of continuous primary school teachers training to work in the inclusive education conditions should contain all components of organization the educational process on each stages of its implementation, therefore we think, that diagnostic is very important, because a specialy it gives us an opportunity to clarify the state of functioning the pedagogical system to create the required conditions for the proper educational process management. The purpose of the article is to explore the relationships of criteria and indicators in the system of continuous primary school teachers’ training to the work in the inclusive education environment. The stages of continuous teacher training to the work in inclusive education conditions are determined not only by the degree of formation of the components, but also by taking into account the continuity, draduality of the process, gradual complication, widening the activity sphere, increasing the complexity of educational tasks in the professional context. On the basis of theoretical analysis and data generalization of experimental studies of author`s pedagogical experience it was found that teachers’ readiness to work in the inclusive education conditions is considered as the unity of four components: motivational value, cognitive activity, personal reflective and communicative components. It was generalized that the overall level of readiness of future teachers to work in inclusive education conditions depends on the level of formation of each component that was characterized. That's why, in the educational process on pedagogical faculties, we should use technology, methods and teaching aids that will provide the optimal conditions for the formation of all components of the professional training, providing the influence on the motivational, intelectual, emotional, reflexive and communicative spheres of student`s and teacher’s activity. These components were realized by the motivational, axiological, cognitive-procedural, reflective and evaluative and communicative criteria. The same amounts 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.