Search

Introduction. This article discusses the issues of professional training of future educational psychologists for the organization of psychodiagnostic activities in the educational environment. The Aim of the Study. The formation of the readiness of the educational psychologist for professional activity is an urgent and significant psychological and pedagogical problem, which consists in finding answers to the following questions: how to achieve the correspondence of the content of the initial stages of professionalization of the educational psychologist to the characteristics and requirements of the forthcoming activity; what are the mechanisms and conditions for the formation of the future educational psychologist as a subject of professional activity; and what educational technologies will ensure the formation of the psychologist’s competencies necessary for independent professional activity. Methodology and Research Methods. The theoretical and methodological basis of the study is the ideas of the dialectical relationship of general, particular, and individual in the formation of professional activity: a personality-oriented approach to education and its modern modifications. Along with this, the material is given about the types, principles, goals and objectives, and patterns of modern psychodiagnostic work. The Results of the Study. The importance and necessity of forming a psychological and psychodiagnostic culture of future pedagogical psychologists in the purposeful organization of psychodiagnostic activity are discussed. Scientific Novelty. We have developed the structure of students’ professional readiness. Practical Significance. Considering the specificity of the subject of work of the psychologist of education, the problem of the quality of professional education of this specialist should be considered as one of the components of the problem of the quality of life of the developing personality of the child, which determines the relevance of the research topic.

A key factor in the success of inclusive education is the future teachers’ professional competence to work with children with disabilities formation. In terms of inclusive education the teacher should have new conceptual thinking, the ability to recognize the personal and social significance of professional activities for children with disabilities and to take responsibility for the quality of the result formed. Authors on the basis of competence approach offer the most effective and scientifically proved teaching ways, forms and methods of the teachers’ readiness to work with children with disabilities formation on the basis of competence-based approach.