FOREIGN EXPERIENCE OF CONTINUOUS PRIMARY SCHOOL TEACHERS PREPARATION TO THE WORK IN THE CONDITIONS OF INCLUSIVE EDUCATION IN THE COUNTRIES OF THE EUROPIAN UNION

  • T. V. Djaman Rivne Regional Institute of Post-Graduate Pedagogical Education
Keywords: in-service education, primary education, continuous education, pedagogical workers, operating time, inclusion

Abstract

Author characterized the peculiarities of teachers preparation to the system for inclusive education. The main ideas of modern education development are humanization and continuity. According to the definition of the International Commission on Education of 19. century at UNESCO, continuous education should unite all activities and resources in the field of education and direct them on achieving the harmonious development of potential abilities of the individual and the progress of society transformation. The importance of principal changes of the middle, professional and additional education was emphasized. It was indicated that the teachers preparation process needs the gradual mastery of the basis competence. Within the conceptualization of the inclusive pedagogy / inclusive education pedagogy the foreign scientists pay great attention to the study of inclusive pedagogy approaches that can be useful for all and that are adapted regardless of the context to the use in the general education space. The importance of teachers accompaniment in the practice of inclusive education organization was marked. The exchange of the experience with the colleagues and leader’s role in teachers supervision was indicated as the main component of teachers preparation. It was considered the interpretation of such concepts as in-service education, staff development, Continuing Professional Development. Significant characteristics of the modern english experience of the postgraduate education organization was defined. The main trends of the teachers professional development system were marked. Fundamental educational institutions of the European Union, that are engaged in raising the teachers qualification level of work with children, that have special educational needs, were founded. Three ways of studying inclusive education, that are common in Europe, were marked. Main trends of primary school teachers’ professional preparation in the Eastern Europe were characterized by the author. The relationship of professional preparation and inventing the double educational programs in the higher education institutions was defined. Practical experience of teachers preparation in the inclusive education field of the Lulea University of Technology (Sweden), University of Tromso, University of Lapland was studied. Particular passibility of inventing the european experience of the continuous primary school teacher training on children with the special educational needs education in the ukrainian practice.

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Published
2020-10-21
How to Cite
Djaman, T. V. (2020). FOREIGN EXPERIENCE OF CONTINUOUS PRIMARY SCHOOL TEACHERS PREPARATION TO THE WORK IN THE CONDITIONS OF INCLUSIVE EDUCATION IN THE COUNTRIES OF THE EUROPIAN UNION. Bulletin of Zaporizhzhia National University. Pedagogical Sciences, (1), 11-17. Retrieved from http://journalsofznu.zp.ua/index.php/pedagogics/article/view/1431