Doroshenko O. Formation of Teachers' Readiness for Inclusive Education of Primary School Learners in the System of Postgraduate Pedagogical Education

The study analyzed the main trends and features of the theory and practice of postgraduate teacher education. The need to create appropriate conditions for the professional development and self-improvement of primary school teachers. A new solution to the problem of teachers’ readiness for inclusive primary education has been proposed. The basic concepts of the research – "inclusive education of primary school learners", "readiness of teachers for inclusive education of primary school learners", "system of postgraduate pedagogical education" are justified. Components have been identified for building teachers' readiness for inclusive primary education: motivational, cognitive, action-oriented and reflexive. In accordance with the low, medium and high levels of teacher readiness for inclusive primary education of the above-mentioned components, criteria and their indicators have been defined: motivational, intellectual, procedural, creative and evaluativeeffective. According to criteria and indicators, differentiated/ The pedagogical conditions have been established, contributing to the successful development of teachers' readiness for inclusive post-secondary education in primary schools through the development of a sustainable motivation for professional self-improvement and success in the implementation of inclusive learning. The creation of a favourable educational environment for the inclusive education of children with special educational needs and their normal development peers by enriching the practical experience of primary schoolteachers through inclusive resource centres. The structural and functional model for the preparation of teachers for the inclusive education of primary school pupils has been conceptually established, and the design of educational activities is being used, ensuring that the process of professionalizing primary school teachers in post-secondary education is effective. The structural and functional model encompasses the theoretical and methodological foundations for the preparation of teachers for inclusive primary education. The structural and functional model is based on goals, objectives, content, principles, components, criteria and their indicators, levels of readiness of teachers for inclusive primary education, pedagogical conditions, methods and forms, stages, results.