СУТНІСТЬ ТА КРИТЕРІЇ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ОЦІНЮВАЛЬНОЇ ДІЯЛЬНОСТІ В УМОВАХ ІНКЛЮЗИВНОЇ ОСВІТИ

Modern trends in education policy around the world define inclusive education as a priority of education system development of younger generation. Urgent problem of successful implementation of inclusive education is the issue of training teachers who have to master necessary knowledge and skills. Multidimensional researches of the scientists in the context of the above mentioned problem do not solve the existing practice of contradictions: between the established practice of evaluation of only students’ subject competencies (results of mastering academic subjects) and the need for evaluation of the key competencies (ability to learn, social-labor, general cultural, information and communication, health-saving and social); between modern requirements for students’ assessment in conditions of inclusive education and reluctance of teachers to such activities;between the traditional system of the future primary school teachers’ training and feasibility of implementing innovative methods of formation of students’ readiness to the assessment activity in conditions of inclusive education. Onthebasisofanalysis, synthesis, generalizationandsystematizationofeducational, psychological, socialandeducationalliteratureandperiodicalsthe essenceof thefutureprimaryschoolteachers’ readinesstoassessmentactivityinconditions ofinclusiveeducation, whichisseenastheresultofvocationalandeducationaltraining, integralmulti-level dynamicformation, thestructureof whichconsistsofvalue-motivational, content, operational-activity andreflectivecomponents, is revealed. The criteria, parameters and conditions for the formation of the future primary school teachers’ readiness to the assessment activity in the inclusive educational environment are highlighted. The directions for further research of the discussed problem can be an experimental verification of defined conditions of formation of the future primary school teachers’ readiness to assessment activity in an inclusive educational environment.