• Akdağ, Z., & Haser, Ç. (2017). Beginning early childhood education teachers’ struggle with inclusion in Turkey. Asia Pacific Journal of Education, 17, 1-13.
• Akhmetzyanova, A. I., Artemyeva T. V., Kurbanova T. A., Nigmatullina I. A., & Tvardovskaya A. A. (2015). The Model of Inclusive Educational Space of Federal University. The Social Sciences, 10(7), 2089-2093.
• Alekhina, S.V. (2015). Psychological studies of the inclusive education in the practice of the preparation of the master students. Thepsychologicaleducation, 20, 70-78.
• Alekhina, S. V. (2016). Inclusive education: from policy to practice. Psychological science and education, 20, 136-145.
• Avcıoğlu, H. (2017). Classroom teachers’ behaviors and peers’ acceptance of students in inclusive classrooms. Kuram ve Uygulamada Egitim Bilimleri, 17, 463-492.
• Badstieber, B., & Amrhein, B. (2016). Lehrkrafte zwischen sonderpadagogischer qualifizierung und inklusiver bildung. Zeitschrift fur Padagogik (Beiheft), 62, 175-189.
• Baydenko, V. I. (2005). Competence-based approach to projection of state educational standards of higher education (methodological and methodical issues): Methodical guide. Moscow. M.: The research center of problems of experts’ training quality.
• Bubeeva, B. N. (2010). The problem of inclusive education of children with limited health opportunities. Bulletin of Buryat State University, 1, 221-225.
• Cherkasova, E. L. & Morgacheva, E. N. (2016). FSES: Detection of special educational needs of school students with limited health opportunities at the level of general education. Moscow. M.: National book center.
• Chetverikova, T. Y. (2014). Theoretical readiness of teachers for work in the context of inclusive education. In the world of scientific discoveries, 5, 475-485.
• Choshanov, M. A. (1996). Flexible technology of problem-module training: Methodical guide. Moscow. M.: National education.
• De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15, 331-353.
• Denisova, O. A. (2015). Mission of a higher education institution to form determinants of regional readiness for inclusive education. Bulletin of Far Eastern Federal University: psychological and pedagogical sciences, 6, 32-36.
• Dorofeyev, A. A. (2005). Professional competence as an indicator of quality in education. Higher education in Russia, 4, 30-33.
• Guzeev, B. B. (1993). Pedagogical technology: management of teachers’ self-education. Director of school, 1, 28-32.
• Karakovsky, V. A. (2001). Teacher in the context of modern times. Open school, 1, 35-38.
• Kim, J.-R. (2011). Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion. International Journal of Inclusive Education, 15, 355-377.
• Kutepova, E. N., Cherenkova Z. N. (2013). Gotovnost' pedagogakdejatel'nostivuslovijahinkljuzivnojpraktiki//Inkljuzivnoeobrazovanie: praktika, issledovanija, metodologija: sb. materialovIIMezhdunar. nauch.-prakt. konf. / otv. red. S.V. Alehina. M. 588–592.
• Kuzmina O. S. (2016). Problems of teachers’ training for work in the context of inclusive education. Review of pedagogical researches International research Journal, 4, 71-74.
• Lubovsky V. I., & Valyavko S. M. (2015). Integration in the system of general education and new tasks of psychologists. Systemic psychology and sociology, 3, 38-43.
• Malofeev, N. N. (2005). Integrirovannoe obuchenie: situatsiia Rossii XXI veka [Integrated education: the situation in Russia in the XXI century]. Spetsial'noe obrazovanie [Special education], 5, 8–13.
• Malofeev N. N., & Shmadko M. (2016). Complex educational organization: from the experiment to broad practice. Education and training of children with developmental disorders, 1, 13–19.
• Mangano, M. (2015). Teacher views on working with others to promote inclusion. International Perspectives on Inclusive Education, 4, 117-132.
• Matos, S. N., Mendes, E. G. (2015). Teacher demands resulting from school inclusion. Revista Brasileira de Educacao Especial, 21, 9-22.
• Nazarova, N. M. (2015). Inclusive training as a social project: analysis from positions of social constructivism. Modern problems of theory, history and methodology of inclusive education. Collection of scientific papers. Moscow. 42-53.
• Nesterenko, O. P. (2009). Structural model of secondary school teachers’ ethnocultural competence formation. Scientific research in education, 11, 29-31.
• Nigmatullina, I. A. (2015). Integration of Educational and Research Activity of the Federal University Students, Studying in the Approach «Special (Speech Pathology) Education». The Social Sciences, 10(2), 76-80.
• Ojok, P., & Wormns, S. (2013). Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda. International Journal of Inclusive Education, 17, 1003—1021.
• Panin, G. N. (1999). Individual-based approach to implementation of educational routes of teachers’ professional development in the course of preparation. (Thesis of the candidate of pedagogical sciences). St. Petersburg. St. Petersburg State University.
• Qi, J., Wang, L., & Ha, A. (2017). Perceptions of Hong Kong physical education teachers on the inclusion of students with disabilities. Asia Pacific Journal of Education, 37, 86-102.
• Rakap, S., Cig, O., & Parlak-Rakap, A. (2017). Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives. Journal of Research in Special Educational Needs, 17, 98-109.
• Semago, N. Ya., Semago, M. M., Semenovich, M. L., Dmitriyeva, T. P., Averina I. E. (2011). Inclusive education as the first stage on the way to inclusive society. Psychological science and education, 1, 51-59.
• Shmelkova, L.V., (2002). The goal – projective-technological competence of the teacher. School technologies, 4, 26-48.
• Sirotyuk, A. S. (2012). Organization of semi-subject activity of experts in the system of inclusive education. Bulletin of the higher school, 4, 66-70.
• Soldatova, G. U. & Shaygerova, L. A. (2013). Long-term impact of terrorist attack experience on survivors emotional state and basic beliefs. Procedia - Social and Behavioral Sciences, 86, 603–609.
• Štemberger, T. (2013). Teacher's readiness for inclusion. Didactica Slovenica – Pedagoska Obzorja, 28, 3-16.
• Vvedensky, B. H. (2004). Professional competence of the teacher: teacher’s guide. St. Petersburg. SPb. Education.
• Yakovleva, I. M. (2013). Personal readiness of teachers for work with children having limited health opportunities. Correctional pedagogics: theory and practice, 3, 17 – 21.
• Yildiz, N. G. (2015). Teacher and student behaviors in inclusive classrooms. Kuram ve Uygulamada Egitim Bilimleri, 15,177-184.
• Yusupov, I. M., (1992). Diagnostics and training of empathic tendencies: methodical guide for students and psychologists of national education. Kazan: KGPI.
• Zeer, E. F. (2014). Social-professional mobility of learning youth as a factor of preparation for dynamic professional future. Education and science, 8, 33-48.
• Zimnaya, I. A. (2003). Key competences – a new paradigm of result in education. Higher education today, 5, 34 – 42.

Vancouver

Ke Z, Borakova NU, Valiullina GV. Peculiarities of Psychological Competence Formation of University Teachers in Inclusive Educational Environment. EURASIA J Math Sci and Tech Ed. 2017;13(8):4701-3. https://doi.org/10.12973/eurasia.2017.00947a

APA

Ke, Z., Borakova, N. U., & Valiullina, G. V. (2017). Peculiarities of Psychological Competence Formation of University Teachers in Inclusive Educational Environment. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4701-4713. https://doi.org/10.12973/eurasia.2017.00947a

AMA

Ke Z, Borakova NU, Valiullina GV. Peculiarities of Psychological Competence Formation of University Teachers in Inclusive Educational Environment. EURASIA J Math Sci and Tech Ed. 2017;13(8), 4701-4713. https://doi.org/10.12973/eurasia.2017.00947a

Chicago

Ke, Zikan, Natalia U. Borakova, and Gulnara V. Valiullina. "Peculiarities of Psychological Competence Formation of University Teachers in Inclusive Educational Environment". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 8 (2017): 4701-4713. https://doi.org/10.12973/eurasia.2017.00947a

Harvard

Ke, Z., Borakova, N. U., and Valiullina, G. V. (2017). Peculiarities of Psychological Competence Formation of University Teachers in Inclusive Educational Environment. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), pp. 4701-4713. https://doi.org/10.12973/eurasia.2017.00947a

MLA

Ke, Zikan et al. "Peculiarities of Psychological Competence Formation of University Teachers in Inclusive Educational Environment". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 8, 2017, pp. 4701-4713. https://doi.org/10.12973/eurasia.2017.00947a