DOI: https://doi.org/10.15587/2519-4984.2020.200524

The content of primary school teachers’ training in the context of providing information and communication technologies into the inclusive educational environment

Svitlana Chupakhina

Abstract


The features of preparing future primary school teachers to work with a computer as a means of managing information as well as one on global computer networks, and mastering digital competencies to design and apply informational technologies that underpin electronic educational resources are analyzed in the article.

The basic directions of improvement of preparation of future primary school teachers for the usage of informational and communicational technologies in professional activity in the conditions of inclusive educational environment are considered and substantiated.

The purpose of the article is analysis of the status and substantiation of the directions of preparation of future teachers, regarding the peculiarities and possibilities of using informational and communicational technologies in the inclusive primary school educational environment.

At the same time, the peculiarities of the functioning of the informational-educational inclusive environment, which provides informational interaction between users (educators, specialists, parents, students, etc.) are characterized.

The program of the educational discipline "Informational technologies in inclusive education of children with complications of processes of development and socialization" is offered.

It is proved, that the offered methodical principles and directions of improvement of the content of preparation of future teachers for the usage of informational technologies in professional activity in the conditions of inclusive educational environment provide for certain practically oriented organization of work. Implementation of a training program, within a specially organized course is focused on improving the knowledge and skills in the usage of these technologies in professional activities in an inclusive environment. Therefore, a teacher in the information society as a skilled specialist of intellectual work, with a high level of education, becomes the main resource for improving its quality, which will contribute to the formation of demotivation indicators among participants in the educational process of labor migration


Keywords


informatization; inclusive educational environment; electronic educational resources; competence; preparation of future teachers

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References


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GOST Style Citations


Demchenko I. I. Teoretychni i metodychni zasady pidhotovky maibutnoho vchytelia pochatkovykh klasiv do profesiinoi diialnosti v umovakh inkliuzyvnoi osvity: Doctors of Pedagogical Thesis. Uman, 2016. 716 p.

Myronova S. P. Realii ta perspektyvy zabezpechennia inkliuzyvnoi osvity fakhivtsiamy // Naukovyi chasopys Natsionalnoho pedahohichnoho universytetu imeni M. P. Drahomanova. Seriia 19: Korektsiina pedahohika ta spetsialna psykholohiia. 2016. Issue 32 (2). P. 5–10.

Sharma M. Innovative roles of guidance and counseling for managing children with learning disabilities in inclusive classroom by inclusive teachers // International Journal of Research in Social Sciences. 2016. Vol. 6 Issue 12. URL: https://www.academia.edu/35974967/Innovative_Roles_of_Guidance_and_Counseling_for_Managing_Children_with_Learning_Disabilities_in_Inclusive_Classroom_by_Inclusive_Teachers

Leniv Z. Formuvannia profesiinoi hotovnosti fakhivtsia do roboty v inkliuzyvnomu osvitnomu prostori pochatkovoi shkoly // Obrii. 2018. Issue 2 (47). S. 57–61

Kachurovska O. B. Do problemy vykorystannia informatsiino-komunikatsiinykh tekhnolohii v navchanni ditei z osoblyvymy osvitnimy potrebamy // Naukovyi chasopys Natsionalnoho pedahohichnoho universytetu imeni M. P. Drahomanova. Seriia 19: Korektsiina pedahohika ta spetsialna psykholohiia. 2014. Issue 27. P. 71–75. URL: http://nbuv.gov.ua/UJRN/Nchnpu_019_2014_27_17

Shevtsiv Z. M. Profesiina pidhotovka maibutnikh uchyteliv pochatkovoi shkoly do roboty v inkliuzyvnomu seredovyshchi zahalnoosvitnoho navchalnoho zakladu: monograph. Kyiv: «Tsentr uchbovoi literatury», 2017. 384 p.

Zaporozhchenko Yu. H. Vykorystannia zasobiv IKT dlia pidvyshchennia yakosti inkliuzyvnoi osvity // Informatsiini tekhnolohii v osviti. 2013. Issue 15. P. 138–145. URL: http://nbuv.gov.ua/UJRN/itvo_2013_15_17

Chupakhina S. Methodological bases for digital competence formation of future teachers under conditions of inclusive education: Ukrainian content / ed. by Babych M. M. // Modern World tendencies in the development of science: monograph. Vol. 2. London: Sciemcee Publishing, 2019. P. 26–40.

Fedorenko I. V. Cuchasni pidkhody do vykorystannia kompiuternykh tekhnolohii u navchalnomu protsesi uchniv zriznymy porushenniamy psykhofizychnoho rozvytku // Zbirnyk naukovykh prats Kamianets-Podilskoho natsionalnoho universytetu imeni Ivana Ohiienka. Seriia: Sotsialno-pedahohichna. 2012. Issue 19 (1). P. 268–274. URL: http://nbuv.gov.ua/UJRN/znpkp_sp_2012_19(1)__31

Sofii N. Z. Orhanizatsiino-pedahohichni umovy intehrovanoho suprovodu uchniv z osoblyvymy osvitnimy potrebamy v inkliuzyvnomu navchalnomu zakladi: abstract PhD thesis. Kyiv, 2017. 23 p.







Copyright (c) 2020 Svitlana Chupakhina

ISSN 2519-4984 (Online), ISSN 2519-4976 (Print)