scholarly journals Acceleration of cocoa fermentation through the action of bacteria (Acetobacter aceti) and yeast (Saccharomyces cerevisiae)

2019 ◽  
Vol 3 (28) ◽  
pp. 1
Author(s):  
Ahmed El Salous
Keyword(s):  
Teacher Training ◽  
School Of Education ◽  
Acetobacter Aceti ◽  
Teacher Improvement ◽  
Continuous Training ◽  
Yeast Saccharomyces Cerevisiae ◽  
Catholic University ◽  
Teaching Position ◽  
The Face ◽  
Cocoa Fermentation

Introductionthe management of the curriculum in teacher training within the Catholic University of Salta in the School of Education and Teacher Improvement, this thought from a deductive perspective in which theoretical processes are established that allow the explanation of the curriculum in terms of teacher training and its impact on the organizational articulation. Objectiveto specify a strategic articulated intervention device that requires the constitution of a new emancipatory discourse. Materials and methodsWe present a qualitative research that analyzes the problems and variables established in the study. ResultsThe process of rupture leads us to reflect on the teaching position in the face of praxis, on the processes of "learning to teach" which involves continuous training. DiscussionThis perspective points to the development of certain skills that are developed over time of the formation through diverse strategies Conclusionsthe development of the professional competences of the teacher that confront with the disciplinary approach from an innovative glance

scholarly journals Analysis of university level teacher training: reflections and revisions

2019 ◽  
Vol 3 (28) ◽  
pp. 46
Author(s):  
Karina Beatriz Puente ◽  
Zulma Del Pilar Morillo
Keyword(s):  
Qualitative Research ◽  
Teacher Training ◽  
School Of Education ◽  
Teacher Improvement ◽  
Continuous Training ◽  
Catholic University ◽  
Teaching Position ◽  
The Face ◽  
University Level ◽  
Over Time

Introductionthe management of the curriculum in teacher training within the Catholic University of Salta in the School of Education and Teacher Improvement, this thought from a deductive perspective in which theoretical processes are established that allow the explanation of the curriculum in terms of teacher training and its impact on the organizational articulation. Objectiveto specify a strategic articulated intervention device that requires the constitution of a new emancipatory discourse. Materials and methodsWe present a qualitative research that analyzes the problems and variables established in the study. ResultsThe process of rupture leads us to reflect on the teaching position in the face of praxis, on the processes of "learning to teach" which involves continuous training. DiscussionThis perspective points to the development of certain skills that are developed over time of the formation through diverse strategies Conclusionsthe development of the professional competences of the teacher that confront with the disciplinary approach from an innovative glance

scholarly journals Do real ao desejável: formação e práticas de docentes de língua portuguesa (From the real to desirable: Portuguese Language teachers’ practices and training)

2020 ◽  
Vol 14 ◽  
pp. 3683128
Author(s):  
Leandra Ines Seganfredo Santos
Keyword(s):  
Teacher Training ◽  
Teaching Practices ◽  
Sao Paulo ◽  
Language Teachers ◽  
São Paulo ◽  
Continuous Training ◽  
Online Questionnaire ◽  
Mato Grosso ◽  
Social Transformations ◽  
The Face

In the face of the broader social transformations, education and teachers of Portuguese Language are affected. Thus it appears demands of reforms of teaching that reflect changes in the curriculum, in the teaching practices and also in the formation of new profiles of readers and writers. It occurs due to the unsatisfactory results students have presented in the external evaluations. This research aims at describing and discussing how Portuguese Language teachers understand initial and continuous training courses and how they are effective in teaching practices mobilized daily in the classroom, in an inter-transdisciplinary, critical and multicultural perspective. It is a qualitative-interpretative research and data were collected with the use of an online questionnaire with objective and subjective questions. The corpus of analysis consisted of excerpts of information generated in the questionnaire. The results point out it is essential to reinvent the Letters curricula. It is necessary in order to foster in the process of teacher training events and new practices of literacy as a potential to enhance training for the recognition of linguistic-discursive diversity and the development of practices that problematize the world, the school and the classroom complexity, especially through significant public policies.ResumoDiante das transformações sociais mais amplas, a educação e os profissionais docentes de Língua Portuguesa são afetados, com isso surgem necessidades de reformas do ensino que traduzam mudanças no currículo, nas práticas docentes e também na formação de novos perfis de leitores e escritores, sobretudo diante dos insatisfatórios resultados que os estudantes têm apresentado nas avaliações externas. O objetivo desta pesquisa consiste em descrever e discutir como docentes de Língua Portuguesa compreendem seus percursos de formação inicial e contínuo e como tais percursos se efetivam em suas práticas mobilizadas cotidianamente em sala de aula, em uma perspectiva inter-transdisciplinar, crítica e multicultural. O estudo filia-se, pois, aos pressupostos teórico-metodológicos da pesquisa qualitativo-interpretativista. O corpus de análise constituiu-se de excertos de informações geradas por respostas a um questionário online composto por perguntas objetivas e subjetivas. Os resultados apontam que se faz imprescindível a reinvenção dos currículos de Letras, a fim de fomentar, no processo de formação de professores, eventos e novas práticas de letramentos como possibilidade de potencializar uma formação para o reconhecimento da diversidade linguístico-discursiva e o desenvolvimento de práticas inovadoras que problematizem a complexidade do mundo, da escola e da sala de aula, sobretudo por meio de políticas públicas significativas.Palavras-chave: Formação de professores, Ensino de língua portuguesa, Políticas educacionais.Keywords: Teacher training, Portuguese language teaching, Educational policies.ReferencesARROYO, Miguel. Ofício de mestre: imagens e auto-imagens. Petrópolis, RJ: Vozes, 2000.BARTON, David; LEE, Carmen. Linguagem online: textos e práticas digitais. São Paulo: Parábola, 2015.BAUMAN, Zigmund. Capitalismo parasitário. Trad. Eliana Aguiar. Rio de Janeiro: Zahar, 2010.BORTONI-RICARDO, Stela Maris. O professor pesquisador: introdução à pesquisa qualitativa. São Paulo: Parábola, 2008.BRASIL. Parâmetros Curriculares Nacionais: Língua Portuguesa. Ministério da Educação. Secretaria de Educação Fundamental. Brasília: MEC/SEF, 1997.BRASIL. Diretrizes Curriculares Nacionais para os Cursos de Letras. Resolução CNE/CES n. 18, de 13 de março de 2002.BRASIL. Diretrizes Curriculares Nacionais Gerais da Educação Básica. Ministério da Educação. Secretaria de Educação Básica. Diretoria de Currículos e Educação Integral. Brasília: MEC, SEB, DICEI, 2013.BRASIL. Diretrizes Curriculares Nacionais da Formação Inicial e Continuada. Resolução n. 02, 1 de julho de 2015.CELANI, Maria Antonieta Alba. Um desafio na Linguística Aplicada contemporânea: a construção de saberes locais. D.E.L.T.A. n. 32, v. 2, 2016, p. 543-555.CRUZ, Giseli Barreto. A prática docente no contexto da sala de aula frente às reformas curriculares. Revista Educar, Curitiba, n. 29, p. 191-205, 2007.GOODSON, Ivor F. Dar voz ao professor: As histórias de vida dos professores e seu desenvolvimento profissional. In: NÓVOA, António. (org.). Vidas de professores. 2. ed. Porto: Porto Editora, 2007.KUMARAVADIVELU, B. A Linguística Aplicada na era da globalização. In: MOITA LOPES, Luiz Paulo da (org.). Por uma Linguística Aplicada Indisciplinar. São Paulo: Parábola Editorial. 2006.MATO GROSSO. Objetivos de aprendizagem para escolas de ensino fundamental urbanas. Secretaria Adjunta de Políticas Educacionais. Superintendência de Educação Básica, 2018.  NÓVOA, António. O regresso dos professores. Pinhais: Editora Melo, 2012.NÓVOA, António. (org.). Vidas de professores. 2. ed. Porto: Porto Editora, 2007.PIMENTA, Selma Garrido. De professores, pesquisa e didática. Campinas, SP: Papirus, 2002.ROJO, Roxane. Gêneros de discurso/texto como objeto de ensino de línguas: um retorno ao trivium? In: SIGNORINI, Ines. (org.). [Re]Discutir texto, gênero e discurso. São Paulo: Parábola, 2008, p. 73-108.ROJO, Roxane. Letramentos múltiplos, escola e inclusão social. São Paulo: Parábola, 2009.SANTOS, Leandra Ines Seganfredo; RAMOS, Rosinda Castro Guerra; PEREIRA, Sara Cristina Gomes. Educação Básica no estado de Mato Grosso, Brasil: a construção e divulgação das orientações curriculares da área de linguagens. Fórum Linguístico, v. 10, p. 59-71, 2013.SANTOS, Leandra Ines Seganfredo; SILVA, Lucineide; RAMOS, Rosinda Castro Guerra. Formação continuada em Mato Grosso: análise de documentos orientativos do Programa/Projeto Sala de Professor/Educador. Acta Semiótica. v. 17, n. 1, p. 80-105, 2012.SANTOS, Leandra Ines Seganfredo; SILVA, Albina Pereira de Pinho. Mapeamento do percurso formativo de professores de língua portuguesa de um contexto amazônico brasileiro situado. PHILIPPSEN, Neusa Inês; STEFFEN, Joachim. (org.). Novas perspectivas da diversidade e variação linguística no Mato Grosso. Casa Editora da Universidade de Augsburg, Alemanha, 2020 no prelo.SILVA, Albina Pereira de Pinho. Formação continuada de professores para o projeto UCA: análise dos processos formativos prescritos, vivenciados e narrados. 2014, 330 f. Tese (Doutorado em Educação) - Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande do Sul, Porto Alegre, 2014.e3683128

scholarly journals The beginning of work on school gardens in Norway – Andreas M. Feragen's garden in Holt on Agder

2021 ◽  
Vol 21 ◽  
pp. 7-13
Author(s):  
Ernst Håkon Jahr
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
19Th Century ◽  
Primary Schools ◽  
School Teacher ◽  
Fruit Trees ◽  
Training Curriculum ◽  
School Gardening ◽  
Teaching Position ◽  
Different Types

This paper recounts the beginnings of the School Gardening Movement in Norway, which is now (in 2021) a topic of great interest throughout the country. The famous 19th-century school teacher and reformist Andreas M. Feragen (1818–1912), who retired from his teaching position at the age of 93, was the first to argue, in the late 1850s and early 1860s, for including gardening both as a subject and as a practical activity in primary schools. A widely used reader first published in 1863 included four pieces by Feragen about different types of gardens which would be appropriate for a rural school: the first piece was about the garden in general, the following three described a kitchen garden, a fruit garden, and a flower garden. These four pieces were written in the form of a story about a teacher and his students strolling around the gardens discussing what they saw and how to grow vegetables, fruit trees and fruit bushes, and flowers. Feragen followed up these pieces with an article in the teachers’ journal Den norske Folkeskole [The Norwegian Primary School] in which he argued that basic gardening knowledge ought to be included in the teacher training curriculum. School gardening in Norway started with Feragen’s own gardens surrounding his school in Holt in Agder, clearly the very gardens he described in his pieces in the reader.

scholarly journals Educar para una ciudadanía crítica: una investigación a partir de los usos y finalidades de la historia escolar

Panta Rei ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 205-237
Author(s):  
Néstor Banderas Navarro
Keyword(s):  
High School ◽  
Historical Knowledge ◽  
Structured Interviews ◽  
The Past ◽  
Transformative Potential ◽  
Teaching Position ◽  
Hybrid Teaching ◽  
The Face ◽  
The Subject ◽  
Didactic Strategies

En esta investigación se examinan los usos y finalidades de la historia en un instituto en relación a la formación ciudadana. El saber histórico tiene gran potencial crítico y permite adquirir criterios para actuar democráticamente. Se emplearán entrevistas semiestructuradas a dos docentes y cuestionarios y narrativas a su alumnado de 1.º y 4.º ESO. La investigación constata un posicionamiento docente híbrido, encontrando rasgos de modelos tradicionales en la enseñanza (el escaso tratamiento de temas controversiales), y críticos, como la creencia en el potencial transformador de la materia. En el alumnado se observarán posiciones objetivistas acerca del pasado, que conviven con ejemplos de mayor capacidad de agencia ante cuestiones actuales. La profundización en estrategias didácticas que aborden la educación política desde la historia redundará en la adquisición de habilidades y actitudes para vivir en democracia. This research examines the uses and purposes of history in a high school in relation to citizen training. Historical knowledge has great criticism potential and allows acquiring criteria to act democratically. Semi-structured interviews with two teachers and questionnaires and narratives will be used for students in 1st and 4th ESO. The research shows a hybrid teaching position, finding traits of traditional models in teaching (the scarce treatment of controversial topics), and critics, such as the belief in the transformative potential of the subject. In the students, objectivist positions about the past will be observed, which coexist with examples of greater agency capacity in the face of current issues. The deepening of didactic strategies that address political education from History will result in the acquisition of skills and attitudes to live in democracy.

scholarly journals Management Strategy of Radio Republik Indonesia (RRI) Mataram in the Digital Era

2019 ◽  
Vol 1 (3) ◽  
pp. 109
Author(s):  
Yulanda Trisula Yohanes ◽  
Nimas Parista Pancawati ◽  
Lalu Ahmad Rahmat
Keyword(s):  
Management Strategy ◽  
Swot Analysis ◽  
Continuous Training ◽  
Technical Problems ◽  
Digital Era ◽  
The Face ◽  
Qualitative Descriptive ◽  
The Government ◽  
Descriptive Method

RRI Mataram is an independent, neutral and non-commercial Public Broadcasting Institution that serves to provide information broadcasting, education, healthy entertainment, social control, and maintain a positive image of the nation in the international community. In the digital era, which was the era of media convergence, RRI Mataram did not escape from efforts to remain in the midst of society. This study aims to determine the management strategy of LPP RRI Mataram in the face of the digital era. This study uses a qualitative descriptive method with several steps, namely: Observation, interview, documentation, data analysis and conclusion. From the results of the study, the researchers formulated LPP RRI Mataram's management strategy using a SWOT analysis, including: understanding market share by presenting interesting and interesting shows to the community, maximizing and expanding networks of cooperation with various agencies, utilizing relations with the government, organizing programs for listeners, provide rewards for employees who excel, improve the quality of human resources by providing continuous training, conduct Joint Branding, add segmentation to program 2, improve program quality, and utilize other media as a medium to improve the existence of LPP RRI Mataram, and also complete broadcast systems with audio and video streaming, as well as fixing the RRI PLAY GO application, and minimizing technical problems with optimal device maintenance. Keywords: management strategy; radio; RRI Mataram; digital era

scholarly journals A CONTRIBUIÇÃO DO PIBID NA FORMAÇÃO INICIAL DE PROFESSORES: as produções acadêmicas dos estudantes do Curso de Pedagogia do Centro Universitário Franciscano

2017 ◽  
Vol 2 (7) ◽  
pp. 241
Author(s):  
Juliane Ribeiro Fleck ◽  
Eliane Galvão dos Santos
Keyword(s):  
Teacher Training ◽  
Research Work ◽  
Initial Training ◽  
School Of Education ◽  
Initial Formation ◽  
Professional Career ◽  
Initial Teacher Training ◽  
University Center ◽  
Santa Maria

O presente artigo é resultado da pesquisa do Trabalho Final de Graduação (TFG), do Curso de Pedagogia, do Centro Universitário Franciscano (UNIFRA), Santa Maria/RS. O objetivo da pesquisa foi investigar as contribuições do Subprojeto PIBID-Pedagogia do Centro Universitário Franciscano na formação inicial dos acadêmicos do curso de licenciatura em Pedagogia da instituição. A metodologia utilizada foi a abordagem qualitativa de cunho bibliográfico, acompanhada da pesquisa documental para análise dos relatórios de atividades do PIBID/Pedagogia enviados à CAPES nos anos de 2011 a 2013. Como subsídio teórico utilizaram-se autores como Brasil (2010), Marcelo Garcia (1999), Marquezan (2010), Santos (2013), Tardif (2013). Espera-se que a pesquisa venha a contribuir com os estudos e práticas na formação inicial dos pedagogos, uma vez que o PIBID é de grande valia para a carreira profissional dos futuros pedagogos em formação inicial, já que os mesmos têm a possibilidade de atuar na realidade escolar e nas diversas atividades em que envolvem o PIBID, permitindo aos acadêmicos a vivência de diversificadas experiências, assim trazendo subsídios para a contribuição na sua futura atuação profissional.Palavras-chave: PIBID; Formação Inicial; Subprojeto de Pedagogia/UNIFRA.THE CONTRIBUTION OF PIBID IN INITIAL TEACHER TRAINING: the academic productions of the students of the Pedagogy Course of the Franciscan University CenterABSTRACTThis article is the result of research work Final Graduation (TFG), the School of Education, the Franciscan University Center (UNIFRA), Santa Maria / RS. The objective of the research is to investigate the contributions of Subproject PIBID-PEDAGOGIA the Franciscan University in the initial training of students from the degree course in Pedagogy of the institution. The methodology used was the qualitative bibliographic approach, and a documentary research was used to analyze the reports of activities of PIBID/Pedagogy sent to CAPES in the years 2011 to 2013. As a theoretical subsidy used to authors like BRAZIL ( 2010), MARCELO GARCIA (1999), Marquezan (2010), Santos (2013), Tardif (2013). It is hoped that the research will contribute to the study and practice in the initial training of teachers, since the PIBID is of great value to the professional career of pedagogues future in initial formation, since they have the possibility of acting in school reality and the various activities involving PIBID, allowing students to experience the diverse experiences thus bringing benefits to the contribution in their future professional activities.Keywords: PIBID; Initial formation; Subproject of Education/UNIFRA.LA CONTRIBUCIÓN PIBID EN FORMACIÓN INICIAL DE PROFESORES: producciones académicas de los estudiantes del Centro Universitario de la Educación Curso FranciscanaRESUMENEste artículo es el resultado de un trabajo final de investigación de la graduación (GFT), la Escuela de Educación, el Centro de la Universidad Franciscana (UNIFRA), Santa Maria / RS. El objetivo de la investigación es investigar las contribuciones de Subproyecto Universidad Centro-PIBID pedagogía franciscana en la formación inicial de los estudiantes de la licenciatura de Pedagogía de la institución. La metodología utilizada fue el abordaje cualitativo de cuño bibliográfico, siendo que se utilizó una investigación documental para el análisis de los informes de actividades del PIBID / Pedagogía enviados a CAPES en los años 2011 y 2013. Como un subsidio teórico utilizado para autores como Brasil ( 2010), Marcelo García (1999), Marquezan (2010), Santos (2013), Tardif (2013). Se espera que la investigación contribuirá al estudio y la práctica en la formación inicial de los maestros, ya que el PIBID es de gran valor para la carrera profesional de pedagogos futuro en la formación inicial, ya que tienen la posibilidad de actuar en realidad escolar y las diversas actividades que implican PIBID, lo que permite a los estudiantes experimentar las diversas experiencias con el consiguiente beneficio para la contribución en sus actividades profesionales futuras.Palabras clave: PIBID; Formación inicial; Subproyecto de Educación/UNIFRA.

scholarly journals Alfabetização em Foco: uma Análise Comparativa entre Instituições de Ensino Superior

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Elaine Cristina Ferreira de Oliveira ◽  
Mara Rosana Pedrinho ◽  
Adriane Orenha Ottaiano
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Teacher Training ◽  
Online Courses ◽  
Education Institution ◽  
Online Course ◽  
Literacy Curriculum ◽  
Reading And Writing ◽  
Face To Face ◽  
The Face

O trabalho versa sobre os conteúdos relacionados ao tema alfabetização?, presentes nas disciplinas nos cursos de Pedagogia, nas modalidades presencial e à distância. De cunho documental, esta pesquisa tece algumas considerações acerca da formação dos docentes, no que tange a cursos para professores nas modalidades presencial e a distância (EaD). Apresenta uma análiseacerca do rol de atividades presentes por estas instituições, além do estudo das grades e disciplinas ofertadas no que diz respeito à leitura e escrita de alunos. Os resultados indicam que a instituição de ensino superior presencial possui mais matérias sobre alfabetização (um total de treze disciplinas) em relação à faculdade de ensino a distância (seis disciplinas). Estas e outras considerações complementares são explicitadas ao longo do presente artigo.Palavras-chave: Formação docente, Alfabetização, Conteúdo curricular.Literacy on focus: a comparative analysis between Institutions of Higher EducationAbstractThis study deals with the content related to the theme "literacy" present in the disciplines of a face-to-face as well as a distant and online course of Pedagogy. The research begins with a brief historical revisitation of higher education and teacher training, regarding face-to-face as well as distant and online courses for teachers. It also presents an analysis that shows the activities carried out by these institutions, besides the study of the syllabus and disciplines that focus on students reading and writing. The results show that the face-to-face institution has more subjects on literacy (thirteen subjects in all) in comparison to the distant education institution (six subjects). This finding and others shall be explained throughout this paper.Keywords: Teacher Training, Literacy, Curriculum content.

scholarly journals CONTRIBUIÇÕES SOBRE A UTILIZAÇÃO DO APLICATIVO WHATSAPP NA FORMAÇÃO CONTINUADA DE PROFESSORES

2019 ◽  
Vol 2 ◽  
pp. 114
Author(s):  
Mônica Da Silva Gallon ◽  
Regis Alexandre Lahm ◽  
Lori Viali ◽  
João Bernardes Rocha Filho
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Text Messages ◽  
Common Interest ◽  
Digital Information ◽  
Continuous Training ◽  
Information And Communication ◽  
Voice Calls ◽  
Technology Resources

As tecnologias digitais fazem parte do cotidiano, em equipamentos que utilizamos desde o preparo do café da manhã à programação do despertador eletrônico na hora de dormir. Os aplicativos disponíveis nos dispositivos móveis possuem variadas funções, porém aqueles que permitem uma rápida comunicação com a rede de contatos estão entre os mais utilizados, como o app WhatsApp Messenger. Com interface de fácil compreensão, permite envio de arquivos de texto, voz, vídeos, fotos, documentos e outros, sendo uma maneira simples de comunicação, substituindo, em determinadas ocasiões, ligações telefônicas e SMS. A aproximação desse recurso tecnológico do cotidiano com a vida profissional e acadêmica converte-se em um recurso facilitador no acesso a materiais de interesse por meio de compartilhamento de arquivos ou discussões em grupos com interesse comum. Dessa forma, o presente artigo tem por objetivo apresentar uma investigação sobre o aplicativo WhatsApp como uma possibilidade de auxílio na formação continuada de professores. Para construção desta investigação, aplicamos um questionário a um grupo de 24 professores, obtendo o retorno de 23 instrumentos, analisando as respostas por meio de Análise Textual Discursiva. Como resultados, emergiram duas categorias: Contribuições do aplicativo WhatsApp à formação docente e Considerações à utilização do aplicativo WhatsApp na formação de professores.Palavras-chave: WhatsApp. Formação de professores. Tecnologias digitais da informação e comunicação.ABSTRACTThey are in the devices that we use from the time we are preparing breakfast, until the time we set the alarm in bedtime. The apps available in the mobile devices own multiple functions, however those that allow a quick communication are the most popular, for example WhatsApp Messenger, this app has an easy to understand interface and allow sharing to friends text messages, voice messages, videos, photos, files and others. It is a simpler way to communicate and can substitute voice calls and SMS. The access to these daily technology resources in the professional and academic life, become a easier way to share and receive interesting material by the common interest groups. The purpose of this article is to present the WhatsApp as a possibility to aid in the continuous training of teachers. To construct our analysis, we applied a questionnaire to a group of 24 teachers, obtaining the return of 23 of these instruments, analyzing the answers through Discursive Textual Analysis. As a result, two categories emerged: contributions from the WhatsApp application to teacher training and considerations on the use of the WhatsApp application in teacher training.Keywords: WhatsApp. Teacher training. Digital information and communication technologies.

scholarly journals ARTICULATION OF THE PROBLEM OF CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN CONDITIONS OF INCLUSIVE EDUCATION IN THE MODERN PEDAGOGICAL DISKURS

10.23856/4603 ◽  
2021 ◽  
Vol 46 (3) ◽  
pp. 20-27
Author(s):  
Tamila Dzhaman
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
Professional Competence ◽  
School Teacher ◽  
Professional Activity ◽  
Practical Implementation ◽  
Primary School Teacher ◽  
Special Educational Needs ◽  
Continuous Training

In this article it was investigated the diskurson the one hand for understanding the modern state of problem`s articulation of continuous primary school teacher training made on the basis of a review of normative documents and literature and inclusive education on the other hand. It was analyzed the evolution of views on (1) education of children with special educational needs and (2) approaches to understanding the teacher training to work in inclusive classes with projection on continuous professional development and conception of continuous education. The analysis of normative international and domestic documents, literature of continuous training of teachers and professional activity in terms of inclusive education, practical implementation in Ukraine, new demands to professional competence of modern teacher allowed us to show a sequence of contradictions. In conclusion, the sphere of inclusive education is developing rapidly in Ukraine in the last 10 years which resulted in development of the law and development in science researches in the field of inclusion. Only teacher who is integrated to the system of continuous training and is interested in self-development can integrate principles of inclusive education.

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