FORMATION OF PSYCHOLOGICAL READINESS OF STUDENTS FOR PEDAGOGICAL ACTIVITY IN INCLUSIVE EDUCATION: A COMPREHENSIVE APPROACH

Abstract

Inclusive education demands educators possess a profound psychological readiness to cater to the diverse needs of all learners. This article explores the formation of psychological readiness among students aspiring for pedagogical roles in inclusive education. It synthesizes current research and theoretical frameworks to propose a comprehensive approach to preparing students for the challenges and opportunities inherent in inclusive teaching environments. Drawing upon psychological theories and educational practices, this article underscores the significance of empathy, resilience, self-efficacy, and cultural competence in fostering the psychological readiness essential for effective pedagogy in inclusive settings.