The dissertation deals with the theoretical and experimental research of the problem of the formation of future primary school teachers’ readiness to carry out the innovative activity in the conditions of the inclusive education.
The relevance of the study is stipulated by the necessity of the target training of teachers, ready to implement innovations in the conditions of inclusive education, as the number of children who need the remedial education is constantly growing. It is the inclusive school that provides the opportunity to receive general secondary education at the place of residence and create the necessary conditions for the successful studying and socialization of children, regardless of their individual characteristics, mental and physical abilities.
Analysis of scientific sources indicates the presence of scientific research, performed in a particular direction, the results of the research are the basis for the study of a particular problem. As a result of the theoretical analysis the basic concepts of the research were outlined and specified, in particular, such as «innovative activity of the teacher», «inclusive training», «readiness of primary school teachers to innovative activity in the conditions of inclusive training», «formation of readiness of primary school teachers to innovative activity in the conditions of inclusive education».
It has been proved that the studied readiness of the future primary school teachers is a component of general professional readiness and characterizes the ability of teachers to plan and conduct innovative activities in the process of the professional activity, to design and implement joint activities of the whole class using innovative pedagogical technologies.
The peculiarities and directions of innovative activity realization in the conditions of inclusive education are determined and substantiated, in particular: use of the cloud technologies, application of problem approach to education, intensification of educational process and maximum activation of students in it, introduction of the cooperative study, etc.
The structure of the studied readiness is characterized, it includes the following components: motivational (system of professional motives, which is the understanding of the necessity to use innovative technologies in primary school in the conditions of the inclusive education); cognitive (formed system of knowledge about the essence of innovative pedagogical technologies and the peculiarities of their usage in the conditions of the inclusive education); activity component (acquired ability to use innovative pedagogical technologies in the process of conducting lessons and extracurricular activities in primary school in the conditions of inclusive study to achieve the set goal); reflexive (the ability of the individual to self-analysis, adequate self-esteem of the own work and themselves as a subject of the process); emotional (ability to adequately respond to any emotions, awareness of the responsibility for own actions, the ability to normalize the emotional state and resolve conflict situations).
Criteria (target, knowledge, operational, corrective and volitional), indicators and levels (initial, average, sufficient, creative) of the studied readiness are determined.
On the basis of the theoretical analysis and expert assessment the methodical features of the readiness formation for the innovative activity of primary school teachers in the conditions of inclusive education are substantiated: pedagogical (formation of stable motivation of primary school teachers to carry out innovative activity in the conditions of inclusion; formation of skills to overcome difficulties; orientation of primary school teachers to high standards of achievement in professional activities); didactic (improvement of the determined training courses and introduction of new ones, which contribute to the formation of readiness for innovative activities of primary school teachers in the conditions of inclusion; creation of appropriate methodological support); organizational (improvement of the educational activities organization of future primary school teachers; ensuring the quality of professional training of primary school teachers by monitoring and acquiring skills of self-control; using information technology to implement innovative activities; coordination of the activity of the teachers of different disciplines to develop readiness for innovative activities of primary school teachers in conditions of inclusive education).
The author’s model of readiness formation for innovative activity of primary school teachers is presented, it contains the purpose, semantic, organizational-methodical, diagnostic blocks, realization and interaction of which led to the predicted result: significant growth of the levels of readiness for innovative activity of primary school teachers in the conditions of the inclusive education.
