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

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’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’ 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.

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