PEDAGOGICAL CONDITIONS FOR THE FORMATION OF READINESS FOR PROFESSIONAL COMMUNICATION OF FUTURE TEACHERS IN INCLUSIVE EDUCATION

The Higher School is an institute for the development of society, its main task is to train qualified specialists in various fields, including correctional pedagogy, ready to interact and make independent decisions in an ever-changing society. The article deals with the problem of formation of readiness for professional communication of future teachers in inclusive education through enrichment and expansion of pedagogical conditions of the educational process. Within the framework of the pedagogical condition, we have developed a variable elective discipline “Theory and practice of inclusive education for students with disabilities”. The discipline is represented by a variety of topics and learning content. The forms of classes and tasks for the formation of readiness for professional communication of future teachers in inclusive education, aimed at the development of educational motivation, the choice of means of interaction, are presented and characterized. The formation of readiness for communication, as one of the components of professional competencies that a high school student should master, is given special attention in the pedagogical process, since it is a means of identifying psychological and cognitive factors of personality development. In the course of work on this topic, an analytical study of psychological and pedagogical literature, educational and methodological and regulatory framework, as well as survey methods and observation were used. The experiment was conducted at the Institute of Childhood of Novosibirsk State Pedagogical University. During the experiment, a survey of future teachers was conducted to assess their knowledge about creating pedagogical conditions for inclusive education, as well as preferences for choosing tactics and strategies of communicative behavior.

inclusive education, professional readiness, communicative competence, educational motivation, pedagogical conditions, students with disabilities, teachers, communicative behavior, professional communication, communication

Bolshanina L. V., Gribukova O. G. Pedagogical conditions for the formation of readiness for professional communication of future teachers in inclusive education. Business. Education. Law, 2022, no. 2, pp. 206—209. DOI: 10.25683/VOLBI.2022.59.211.