MECHANISM FOR PSYCHOLOGICAL PREPARATION OF FUTURE TEACHERS TO WORK IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

This article elucidates the mechanism for psychologically preparing pre-service teachers to work in an inclusive education environment. Psychological readiness is revealed through such factors as the teacher’s professional position, acceptance of inclusive values, empathy and tolerance skills, stress resilience, classroom diversity management, and a culture of collaboration with parents and specialists. The structure of the mechanism is substantiated through motivational-value, cognitive, emotional-regulatory, communicative, and reflexive-practical components.