Under conditions of inclusive education and work with intellectually disabled
children, the concept “readiness” of a prospective teacher to use information
technologies is characterized by the following features: multilevel content, systematic
approach, dynamism [9].
Therefore, the readiness of prospective teachers to use information technologies
in their professional practice is concentrated on the unity of spatial-temporal
characteristics that combine various levels and connections (Fig. 3) [5].
Figure 3. Levels of forming the readiness to use information technologies
by prospective teachers in working with intellectually disabled children
in the conditions of inclusive education
The initial level represents the dynamic of forming teacher’s readiness to use
information technologies in their professional practice. The motivation-purposed, the
active-efficient and the reflective levels require further experimental analysis and will
become the next stage of our research. The resulting level represents various stages of
prospective teachers’ readiness to use information technologies on practice while
working with intellectually disabled children in inclusive learning: primarily low,
middle, and high [2].
It should be mentioned, that the structure of forming the prospective teachers
readiness to use information technologies in their professional practices is a complex
systematic formation, that consists of motivational, cognitive, active and reflective
components. Every component is a subsystem, that integrates the complex of elements
and performs particular functions. The level of components formation, the connection
between the readiness components define the structure of the outer readiness
manifestation - the frequency, the character, and the peculiarities of information
technology usage by prospective teachers [4].
INITIAL
MOTIVATION
-PURPOSED
ACTIVE-
EFFICIENT
REFLECTIVE
RESULTING
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