The article considers preparation of future primary school teachers for educational work in the conditions of the new Ukrainian school based on the competence approach. It is proved that in the process of training future primary school teachers need to form a certain set of socio-personal, general cultural, general scientific, instrumental, professional competencies. The main ways to achieve this target are revealed. It is determined that the competence approach is a reflection of the requirements of society and the modern education system in the training of teachers who must not only have the necessary knowledge, skills and abilities, but also be able to constantly update them and have the ability to apply this knowledge to solve various situations. The success of the process of educating students depends on the professional competence and pedagogical skills of the teacher, because it is the primary school teacher who lays the foundations of the worldview and moral orientations of the student. Future teachers do not always understand the need for a holistic approach to the students in the educational process; they experience certain difficulties in the design and implementation of educational tasks. They are not able to achieve the general educational goals in specific pedagogical situations. One of the reasons for this situation is the inconsistency of theoretical and practical training of future primary school teachers to implement educational functions to the peculiarities of future professional activity, which requires them to master advanced pedagogical thought, humanistic ideas and modern pedagogical technologies, theoretical understanding of educational patterns. However, students’ attitude to the purposeful correlation of pedagogical knowledge with the real school reality, on the one hand, and the enrichment of the theoretical basis through independent practical activities on the other, do not arise spontaneously. It is necessary to stimulate them to realize the practical experience of educating younger students, to ensure the transmission of pedagogical knowledge to the level of their practical implementation. It is analyzed that the readiness of students for educational activities is determined by the introduction of new technologies in the practice of higher education institutions on the basis of the competence approach.
The Effect of Pedagogical Knowledge Training on the Development of Inclusive Practices for Primary School Teachers: The Case of Buea Sub-Division, South West Region of Cameroon
