Model of Development of Teacher’s Readiness to Work for Inclusive Education

Abstract

The study was conducted to create a model of development of teacher’s readiness to work for inclusive education in general secondary education. This model consists of four blocks: 1) a conceptual one (defines methodological approaches and principles); 2) a semantic one (provides a set of knowledge, skills and competencies that are acquired, developed and mastered in higher education, as well as in non-formal and informal education; it provides development of a system of methodological, theoretical, practical and technological knowledge, along with design, gnostic, organizational, communicative, control and assesment skills); 3) a procedural one (is considered to be a pedagogical system which includes diagnostic, motivational, activating and analytical stages, along with a set of forms, methods, technologies and teaching aids); 4) an effective one (determines the success of the model on the basis of scientifically sound criteria and corresponding indicators of teacher’s readiness to work for inclusive education). The effectiveness of this model has been tested on the basis of the center for postgraduate education and pre-university training at Drohobych Ivan Franko State Pedagogical University. The data of a final section of a quantitative distribution of the teachers (in %) by the levels of their readiness to work for inclusive education according to the criteria of motivational, valuable, cognitive, activating, emotional, volitional and reflexive components confirm the effectiveness of this model.