Formation of the readiness for inclusive volunteering among future teachers in the project of pedagogical universities of Russia and Azerbaijan

The study aims to determine the directions of practical training of pedagogical university students for volunteer work in an inclusive education environment. The article presents the directions of training inclusive volunteers by involving them in practice-oriented tasks, scientific and educational seminars, workshops, practical courses that help future teachers to actively engage in volunteering with children with disabilities, interact with parents raising children of this category, with teachers working in conditions of inclusive preschool and school education. The article presents the experience of training inclusive volunteers within the framework of academic mobility of pedagogical students of the Chechen State Pedagogical University (ChSPU) and the Azerbaijan University of Languages (AUL), aimed at forming the inclusive culture and readiness of future teachers to work in an inclusive education environment. The article describes inclusive volunteer and research projects and the structure of joint pedagogical practice in inclusive organizations in Grozny (Russia) and Baku (Azerbaijan), which is represented by a cycle of joint educational and scientific events with students. The article draws attention to the fact that the formation of inclusive volunteering skills becomes an important parameter of preparation for pedagogical activity in an inclusive education environment and helps to strengthen motivation and develop adequate emotional reactions among future teachers. The study is novel in that it is the first one to present the experience of preparing future teachers for inclusive volunteer work in partner universities (the ChSPU and the AUL) in the conditions of academic mobility of pedagogical students in Russia and Azerbaijan. As a result of the study, it was found that an integrated approach to the formation of the experience of inclusive volunteering among future teachers becomes a powerful incentive to increase their inclusive culture and willingness to work in an inclusive education environment. In addition, this approach stimulates the growth of the personal potential of pedagogical students. In the process of mastering the skills of inclusive volunteering, future teachers are expanding the range of pedagogical guidelines aimed at interacting with children with disabilities and their parents.