The readiness of future teachers to work in an inclusive educational environment as a pedagogical problem

The author presents an analysis of studies devoted to the problem of the readiness of future teachers to work in an inclusive educational environment. The problem is caused by the contradiction between the social control to create an inclusive educational environment in modern schools and the unwillingness of teachers to work in an inclusive educational environment. The purpose of the study is an analytical review of publications on the readiness of teachers for inclusive activities. The methods of theoretical analysis, synthesis, and systematization are used in the work. The author's approaches to the definition of the concept of educational environment, inclusive educational environment, readiness to work in an inclusive educational environment are investigated. Based on the analysis of scientific research, the concept of readiness of future teachers to work in an inclusive educational environment is clarified. The structural components of readiness for professional activity are highlighted. The problems of the state of readiness of future teachers to work in an inclusive educational environment are systematized, ways of solving these problems are outlined.