Hordiichuk О. Training and substantive resource for vocational training of future primary school teacher for inclusive education: analysis and adaptation

Contact: Hordiichuk Oksana, PhD of pedagogical, associate professor of the department of pedagogy and methods of primary education, faculty of pedagogy, psychology and social work of Chernivtsi National University. Y. Fedkovych, expert of the international program for the development of inclusive communities, which is implemented with the support of the International Association for Community Development (IACD), a global organization accredited by the UN, Chernivtsi, Ukraine. In the circle of scientific interests: professional training of future elementary school teachers for inclusive student learning.

The author of the article implemented analysis of theoretical and practical aspect of vocational training of future primary school teacher for  inclusive education. Normative part of curriculum and system of training for the specialty 013 «Primary Education» in the Yuri Fedkovych Chernivtsi National University for undergraduate cycles: general and vocational training; mandatory subjects; vocational training subjects. Existing training and substantive resource is identified and described regarding potential capacity for providing undergraduates with professional competences in inclusive education. The need for the process of preparing teachers for inclusion and future primary school teachers for inclusive student learning has been confirmed. Generalizations have been made to study the state of theoretical and practical training of a future elementary school teacher, carried out by the institutions of higher education of Ukraine according to the requirements of the State standard, curricula of the specialty «Primary Education» work programs of educational disciplines in accordance with the process of preparation of a future teacher of elementary school. A systematic structural analysis was designed to find out the current state of preparation of a future primary school teacher for inclusive student education in formal education. The theoretical and practical aspect of the professional training of the future elementary school teacher in higher education institutions is to form readiness to work in the conditions of inclusion. The practicaloriented aspect of the professional training of the future elementary school teacher in higher education institutions is to form a willingness to organize inclusive student learning.
It’s suggested to adapt mandatory subjects and freely chosen subjects of curriculum in the context of the subject of experimental study. Conclusions regarding the need for optimization of vocational training of future primary school teachers for inclusive education with the purpose of obtaining professional knowledge, appropriate professional skills and practical training for performing additional functions as inclusive class teacher are made.

Key words: analysis, adaptation, training and substantive resource, vocational training of future primary school teacher for inclusive education.