The article is devoted to one of the most pressing issues today – the psychological preparation of
future teachers for professional activities in an inclusive environment. Revealing the particularly
important role of psychological preparation in preparing for professional activity, it substantiates
its close relationship with emotional intelligence. Because he concludes with the proof of modern
practice that in the conditions of inclusive education he helps not only to solve the problem of
psychological readiness for professional activity, but also to painlessly adapt to the rapidly
developing modern digital environment. Considering psychological training as a complex
synthetic knowledge, the authors consider its structural content to consist of a group of
motivational-emotional, cognitive components. From the research methods, the questionnaire”
psychological barriers in the process of interaction of teachers in the educational environment "
(E. S. Slyusareva) and the author's edited version of the questionnaire by V. V. Khitryuk, I. N.
Simaeva, E. I. Ponomareva were used. The results of the study prove that the psychological
preparation of future teachers for professional activity helps to prevent psychological difficulties
that arise in the process of entering an inclusive culture and practice.
Key words: inclusive environment, future teacher, psychological training, professional activity,
emotional intelligence, motivation.