Improving the psychological culture of teachers working in an inclusive environment

Abstract

This article discusses the problems of preparing future teachers to work with children with special educational needs. The role of the teacher in the organization of inclusive education is revealed, attention is focused on the competence approach in the training of future specialists in the field of inclusive education, the content of professional competencies is revealed, the role of psychological culture in the professional activity of the teacher is determined. A comprehensive analysis of the concepts of «barrier-free environment» and «inclusive education», «psychological culture» and its value-motivational component is given. Based on the works of scientists, the content of the teacher’s readiness for pedagogical activity and the issues of their preparation for inclusion are revealed. Therefore, the content of the article deals with the formation of the personality of a teacher of a new formation, in demand in the labor market, possessing not only theoretical and methodological teaching skills, but also able to solve problems of interaction with oneself and the social environment. The article presents data based on diagnostics aimed at studying the motivational sphere of students, value orientations and professional orientation to the future profession. The results obtained indicate the need for an integrated approach in the training of specialists.