An essential characteristic of pedagogical activity is its conflict potential. Such specific features as high social and normative expectations and significant overloading of roles in combination with individual psychological characteristics of teacher's personality lead to the emergence or exacerbation of various intrapersonal conflicts. Unsettled conflict usually becomes a constant source of discontent with yourself and the environment, causes a high level of anxiety, starts devastating processes of emotional burnout. Therefore, it is important to provide timely assistance to teachers in situations of intrapersonal conflicts.The purpose of the article is to highlight the results of empirical identification of intrapersonal conflict factors of primary school teachers. To achieve this goal it is necessary to solve the following tasks: 1) to investigate the factors of teachers conflict behaviour at the empirical level; 2) to determine the specifics and nature of the relationship between the level and characteristics of conflict and creativity, between the motivation of achievement and development of subjective qualities of a primary school teacher.Research tools: adapted methods of K.Thomas (N.Hrishyna) on the diagnosis of the style of behaviour in a conflict situation; methods of diagnosis of personality motivation for success (T.Ehlers); methods of studying frustration reactions (S.Rosenzweig); methods of diagnostics of interpersonal relations (L.Sobchyk); A.Rukavyshnikov’s methods for the definition of mental burnout; Drawing Apperceptive Test (DAT); methods of self-actualization A.Maslow adapted by Gozman, Kroz & Latinskaya. The total number of respondents - 32 primary school teachers of secondary schools in Drohobych, Lviv region.The analysis of the obtained results showed that: 1) there are specific characteristic connections between the level and features of conflict, creativity, between the motivation of achievement and development of subjective qualities of a person; 2) internal conflict as an interpersonal phenomenon is both a personal characteristic and a determinant of social interaction. It has been found that rivalry, low verbal creativity, lack of communicative competence in combination with extrapunitive type of reactions cause increased conflict. According to the results of the researches, a significant number of primary school teachers under study (32%) have increased intrapersonal conflict. Of course, this alarming indicator prevents the establishment of optimal pedagogical communication and provokes conflict among children of primary school age.

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Nowadays in the context of innovations in the education system it is necessary to substantiate the organizational and pedagogical conditions for the formation of mathematical competence. These changes necessitated the development of a model for the formation of the mathematical competence of future primary school teachers by means of innovative technologies. The purpose of the article is to get acquainted with the components of primary school teachers’ professional competence, to characterize the content of organizational and pedagogical conditions for implementing the model of mathematical competence of future primary school teachers by means of innovative technologies, to form our own model of mathematical competence. Realization of the purpose of the article will give an opportunity in the educational process of higher pedagogical educational institution to improve the professional training of the future specialist, in particular in the aspect of his mathematical competence formation. The educational and methodological support of the process of building mathematical competence is analyzed, in particular: a set of multimedia presentations in the courses “Mathematics” and “Methods of teaching in the educational field of “Mathematics”. a textbook “Methods of teaching in the educational field of “Mathematics”, a textbook “Fundamentals of work in the Moodle environment” and electronic methodological complexes “Mathematics” and “Methods of teaching in the educational field of “Mathematics”, created in the Mооdle environment.

Педагогічні науки : теорія, історія, інноваційні технології, 2017, № 1 (65)

The prerequisites for the emergence and development of educational inclusion in Ukraine and abroad have been substantiated in the article. The experience of organizing the education of children with psychophysical disorders and the influence of socio-political phenomena on this process have been analyzed. The tendencies of the development of inclusive education in the countries of Western Europe and possibilities of their creative use taking into account the specifics of domestic realities have been expressed. The evolution of the attitude of the public and the state towards people with psychophysical disorders has been characterized – from complete non-recognition and even destruction to segregation – integration – inclusion. Based on the historical and pedagogical research, prospects of development of inclusive education in terms of national pedagogical theory and practice have been determined.