Diagnosis of Readiness of the Future Teachers to Work with Students of Deviant Behavior

This article is devoted to the training of future teachers to work with students of deviant behavior. The author analyzes the various approaches to the concept of “deviant behavior” is given its own definition of this concept, which served to clarify the specific activities and readiness of teachers to work with students of deviant behavior. In this regard, founded and constructed a model of readiness of teachers to work with students of deviant behavior. In the structure of readiness of teachers, authors identify motivational, informative, procedural and reflective-evaluative components and the possible levels of its formation at the future teachers. As the basis of readiness of teachers considered orientation of the person. Great importance is given to practical experience, in which the integration of all the selected components. Range of research methods used in the study allowed the authors to justify theoretically and experimentally verify the initial state of readiness of the future teachers to work with students of deviant behavior, thereby to obtain positive results and prove the validity of the assumptions in theory.