UDC 37.09:378::159.9
DOI 10.20339/AM.05-26.081
Anna S. Kovaleva, Cand.Sc. (Pedagogy), Associate Professor, Altai State Pedagogical University, Barnaul city, e-mail: annaserg1605@mail.ru
Yulia V. Yudakova, educational psychologist Municipal Budgetary Educational Institution “Lyceum no. 73”, Barnaul city, e-mail: uliakupcenko010@gmail.com
Lyudmila I. Sumina, educational psychologist Municipal Budgetary Educational Institution “Lyceum no. 73”, Barnaul city, e-mail: luda3970@mail.ru
Anastasia A. Kuzevanova, Cand.Sc. (Pedagogy), Associate Professor, Altai State Pedagogical University, Barnaul city, e-mail: aagrebenkova@mail.ru
This article examines the pressing issue of developing the professional readiness of educational psychologists to work with children, including those with disabilities, in the context of modern inclusive education. The aim of the study is to analyze the effectiveness of industrial internships as a means of developing the psychological and professional readiness of future specialists for teaching. The theoretical part of the study presents an analysis of the structure of teacher professional readiness, consisting of motivational, cognitive, emotional, and volitional components, and also examines the process of practical training of psychology students. The practical part of the study presents the results of a diagnostic study and reveals the experience of organizing industrial internships, which include three stages: preparatory, main, and final. The authors indicate that during the internship, basic professional competencies are developed through working with children, mastering diagnostic methods, and developing correctional and developmental programs. The main results demonstrate that systematic practical training enables future specialists to master methods of working with children with disabilities, develop personal readiness for professional work, and learn to apply psychological and pedagogical technologies. The study’s findings confirm that practical internships are an effective tool for the professional development of educational psychologists, contributing to the development of a comprehensive system of professional readiness for work in a modern educational environment. The results of the study have practical significance for improving the training system for teaching staff.
Keywords: professional readiness, industrial practice, educational psychologist, psychological readiness, children with disabilities
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