English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The article deals with the theoretical and practical aspects of the study of the phenomenon of professional readiness of teachers as a condition of realization of effective inclusive educational practice. The article aims at studying the professional readiness of teachers of educational organizations to inclusive education. The methodological basis of the research was formed by the ideas of the humanistic pedagogy; axiological (value) approach to personality; personaloriented approach to education. Research methods included theoretical (system analysis, analysis of scientific and methodical literature on the problem of forming readiness of teachers to the realization of inclusive educational practice), empirical (resulting experiments; monitoring, expert assessment method), and mathematical processing of experimental data. It was examined the notion of professional readiness of teachers as a condition of realization of effective inclusive educational practice; components of professional readiness of teachers are allocated and substantially proved, according to components methods of diagnostics of professional readiness are picked up and approved. The state of professional readiness of teachers in the Stavropol region is studied. Targeted support of teachers is offered based on the results of the study. The main conclusion is that the professional readiness of teachers is a complex integrative education that requires targeted forms and methods of its formation, based on the needs of teachers in a variety of types of support: educational, psychological and so on. Keywords–professional readiness, inclusive educational practice, diagnostics of readiness, educational and psychological support

Formation of professional readiness of teachers as a condition of realization of effective inclusive educational practice