Formation of Psychological and Pedagogical Readiness of Future Teachers for Professional Activities in an Inclusive Space

Abstract

<p style="text-align: justify;">Research by domestic and foreign scientists, as well as preliminary diagnostics of school teachers in the Tula region, showed that over 80% of teachers are not ready for professional work in an inclusive environment. Teachers do not know the specifics of conflicts in a situation of inclusion; do not know how to identify indicators of school violence and bullying; do not have the necessary competencies (diagnostic, conflict management, design, psychotherapeutic); are not ready to design a safe environment, have a negative attitude towards students with physical and mental problems, and do not take into account the peculiarities of the national and religious culture of migrant students. We consider a graduate&rsquo;s readiness for professional activity in an inclusive space as a holistic, integrative professional and personal construct, including cognitive, emotional-value, operational-activity and conative components. The actualization of the problem of developing students&rsquo; readiness is associated with an unfavorable prognosis for the mental and physical health of children and adolescents, with an increase in the number of schoolchildren from migrant and refugee families.</p>