PEDAGOGICAL CONDITIONS AND STRUCTURAL-FUNCTIONAL MODEL OF VOCATIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS FOR BUILDING LABOR COMPETENCIES OF PRIMARY SCHOOL STUDENTS IN TERMS OF EDUCATIONAL INCLUSION

In conditions of constant changes in tendencies of economic and social development of state there is a search for the most optimal models of the continuous development of personality of future primary school teacher. The article presents the author's view of the pedagogical conditions and structural-functional model of vocational training of future primary school teachers for building labor competencies of primary school students in terms of educational inclusion. The pedagogical conditions of vocational training of future primary school teachers for building labor competencies of primary school students in the conditions of educational inclusion include the following factors: providing professional motivation of future primary school teachers for building labor competencies of primary school students in the conditions of educational inclusion; combining the innovative and traditional methods in vocational training of future pedagogues for increasing the level of readiness to apply the obtained knowledge in the process of building competencies of primary school students in the conditions of educational inclusion; expanding the range of professional abilities and skills of future primary school teachers by means of project technologies; organizing self-educational activities of future teachers.