(2017) Science and education, 10, 90-94. Odessa.

Mykola Pichkur,
PhD (Candidate of Pedagogical Sciences), professor, Department of Arts,
Pavlo Tychyna Uman State Pedagogical University,
28-a, Sadova Str., Uman, Ukraine,
Iryna Demchenko,
Doctor of Pedagogy, professor, Department of Special Education,
Pavlo Tychyna Uman State Pedagogical University,
28-a, Sadova Str., Uman, Ukraine,
Volodymyr Sulym,
PhD (Candidate of Philological Sciences), associate professor,
Department of Intercultural Communication and Translation,
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine

SPECIALTY-IDENTIFICATION ASPECT OF ASSESSING FUTURE
TEACHERS’ SKILLS OF WORKING IN TERMS OF INCLUSIVE EDUCATION

The paper aims to reveal the results of psycho-pedagogical assessment of the profession-identification aspect of readiness of students of the pedagogical specialties for work in the field of inclusive education. The specialty-identification criterion is specified by indicators of the choice of inclusive pedagogical specialty, the adequacy of self-identification with the ideal expert in the field of inclusive education. They are the basis for the development of tools for psychological and pedagogical assessment of the investigated quality. The experiment involved 380 Bachelor-degree students studying at the Faculty of Arts, Faculty of Pre-School and Special Education and the Faculty of Primary Education of Pavlo Tychyna Uman State Pedagogical University. According to the experimental program, several procedures were applied. The first one is testing with the purpose of evaluating the expediency of choosing inclusive pedagogical specialty by the respondents. Further investigation involved evaluation of the indicator of adequacy of their self-identification with an ideal expert in the field of inclusion in the form of a questionnaire using an adapted method of self-assessment by V. Bilan. It has been found that the ideal and satisfactory levels of future teachers’ readiness for work in the field of inclusive education is characteristic of 39% of the respondents; the unsatisfactory level is peculiar for more than 21%. This fact shows the need for active search for adequate methods and means of focusing students on active internalization, internalization and identification of the values of inclusive education and deepening their interest in working in this field.

 specialty identification, skills, future teachers, inclusive education, psycho-pedagogical activities.

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