Diagnostics of the readiness of future teachers for inclusive volunteering

Abstract

The article presents the results of an empirical study of the readiness of future teachers for inclusive volunteering. The author defines readiness as an integral quality of a personality, reflecting the integrity of the motivational-value, cognitive-operational, personal-reflexive components necessary for the implementation of volunteering in an inclusive environment. Criteria-diagnostic tools are proposed to study the level of readiness of future teachers for inclusive volunteering and to determine pedagogical strategies for preparing for volunteering in an inclusive educational environment.

The results of the organized study made it possible to formulate the author's idea about the essence, structure and content of volunteer competence, which necessitates its inclusion in the list of professional competencies of a future teacher. A model of volunteer competence is presented, consisting of four segments that determine the knowledge and skills of a volunteer, accompanied by people with disabilities. The conclusion is made about the need to create a socio-educational environment of the Pedagogical University in order to expand volunteer practice and form the readiness of future teachers for inclusive volunteering.