ФОРМИРОВАНИЕ ПСИХОЛОГИЧЕСКОЙ ГОТОВНОСТИ БУДУЩИХ ПЕДАГОГОВ К ДЕЯТЕЛЬНОСТИ В УСЛОВИЯХ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ

Abstract

The article presents the results of the implementation of the psychological and pedagogical model of the students’ psychological readiness formation for pedagogical activity in inclusive education. The relevance of this topic depends on the introduction of the inclusive education model into the educational system of the Russian Federation, which clearly indicated the issue of preparing future teachers for professional activity in the educational inclusion conditions at the stage of study in a university. Currently, there is a need to develop effective organizational forms, methods, and programs for the formation of professional and personal qualities in students which are necessary for teachers of inclusive education. The formation of the psychological readiness of future teachers to work in inclusive education should be of great importance as a factor in the successful implementation of an inclusive approach by teachers in their professional activities. The aim of the research was to study the effectiveness of the developed psychological and pedagogical model of psychological readiness formation of future teachers for activities in inclusive education. The research was conducted on the basis of the Mari State University. The author’s definition of a teacher’s psychological readiness for activities in inclusive education is formulated. The paper gives the description of its structure and components, in accordance with which the methods of empirical research and data processing are determined. The article presents the developed psychological and pedagogical model of the psychological readiness formation of future teachers for activities in inclusive education. Within the framework of this model, formation of students’ psychological readiness for pedagogical activity in inclusive education is implemented at the final year of study on the basis of the general readiness of students for pedagogical activity, formed in the previous stages of education. The study results indicate significant changes in the indicators of the formation of structural components and the structure of students’ psychological readiness. This confirms the effectiveness of the implementation of the psychological and pedagogical model of the students’ psychological readiness formation for pedagogical activity in inclusive education.