An inclusive-oriented module as a means of preparing future teachers for prevention of victim behavior among migrant adolescents

Statement of the problem. The increasing number of migrant families with minor children in the Russian Federation, the growing cultural diversity of school communities, and the emergence of deviance among migrant children and adolescents necessitate the modernization of the system for training teachers capable of supporting students in a heterogeneous educational environment. An analysis of scientific research on this issue and the realities of educational practice has highlighted the contradictions between the growing need for qualified teachers to work with migrant children and adolescents and the inadequate training available in pedagogical universities; between the need to develop competencies in future teachers in the area of preventing victimization among migrant children and adolescents and the insufficient development of scientific and methodological support for the psychological and pedagogical training of future teachers. The purpose of the article is to identify the specifics of psychological and pedagogical preparation for future teachers to prevent victimization among migrant adolescents. The research methodology (materials and methods) is based on the integration of systemic, interdisciplinary, competency-based, and contextual approaches. The main research methods identified are: analysis of scientific literature within the framework of the stated problematic, regulatory and program documents; modeling of the psychological and pedagogical component for the professional training of future teachers on the prevention of victimization among adolescent migrants; systematization and generalization. Research results. The phenomenon of ‘psychological and pedagogical preparation of future teachers for the prevention of victimization among migrant adolescents’ has been clarified by examining it from the perspective of a systems approach, taking into account the characteristics of a heterogeneous educational environment, and specifying the content of training future teachers for the prevention of deviations in the educational environment. The scientific novelty of the study is determined by the fact that it substantiates a methodological model of an inclusive-oriented module in the field of preventing victimization among migrant adolescents. This model represents a subsystem of psychological and pedagogical training of future teachers. It is developed based on the basic principles of professional training of future teachers to work with children with a migration history, and integrates the system-forming features of the professional training system. Conclusion. The author’s concept for developing an individually oriented module in the system of psychological and pedagogical training of future teachers for the prevention of victimization among adolescent migrants is based on three key principles: the interdisciplinary nature of the scientific and methodological support of the module; multifacetedness (taking into account the cultural and ethnic characteristics of migrants, the socio-pedagogical and psychological-pedagogical aspects of inclusive education; legal aspects of the protection of migrant children); and technological variability (the use of adaptive psychological and pedagogical technologies).