Introduction. The article gives an overview of scientific works devoted to the problem of teachers 'readiness for professional activity: the main approaches to the determination of readiness for activity in psychology, the notion of its structure are examined, the specificity of the teachers' psychological readiness fto work in conditions of introducing an inclusive approach in the modern education system is determined. The purpose of the study is to analyze the main theoretical and methodological aspects of the problem of the psychological readiness of teachers for professional activities in the context of the implementation of the national model of inclusive education. Materials and methods. the analysis of theoretical concepts about the essence and structural components of teachers' readiness for professional activity from the standpoint of various scientific approaches is presented, the specificity of the problem of psychological readiness of teachers for work in conditions of educational inclu-sion is examined. Results, discussion. The results of the theoretical analysis of scientific papers allow us to identify the main aspects of the problem of readiness for professional activity in psychology, to determine the specifics and structure of the psychological readiness of teachers to work in conditions of inclusion, to identify main problems of its formation in the course of professional training at the present stage. Conclusion. Theoretical analysis of scientific research of domestic psy-chology makes it possible to determine readiness for professional activity as the most important category of vocational train-ing, as well as to state that the problem of psychological readiness of teachers for professional activity in the framework of inclusive education and ways of its formation during professional training is insufficiently developed. It also reveals the need for changes in the system of higher education of future teachers, taking into account the reforms carried out by the state in the system of national education in connection with the introduction of an inclusive approach.