Volkova K. Formation of the future primary school teacher's readiness for evaluation activity in conditions of inclusive education

The thesis substantiates that primary school teacher's readiness for evaluation activity in conditions of inclusive education is a complex of personal-professional characteristics of the future specialist, acquired in the context of formation of inclusive competence during professional-pedagogical training and quasi-professional activity, that ensure effective implementation by the teacher of a complex of functions of evaluation activity in conditions of joint education of junior pupils with different educational needs. It is found out that the future primary school teacher's readiness for evaluation activity in conditions of inclusive education implies the integration unity of the following components: motivational; cognitive; activity; reflexive. The model of forming of the future primary school teachers' readiness for evaluation activity in the inclusive educational environment is developed. The model is considered as a complex, open, dynamic system, built on the basis of systemic, structural, personality-activity, competence, axiological, technological, environmental approaches and consists of theoretical-methodological, target, content-procedurul and productive blocks. The following pedagogical conditions have been substantiated and experimentally checked: formation of positive motivation in the future primary school teachers in relation to manifestation of the pedagogical creativity in the evaluation activity in the inclusive educational environment; correction on the basis of a context-based approach to the content of special disciplines in relation to formation of the future primary school teachers' ideas on the specifics of evaluation activities in the inclusive educational environment; activation of the subject-subjective interaction of participants in the educational process through the introduction of innovative methods and forms of the future primary school teachers' training for work in the inclusive educational environment.