Psychological and Pedagogical Aspects of Adapting Future Teachers to the Dual Education Environment

The development of dual education creates new opportunities for improving the professional preparation of future teachers by combining theoretical education with practical professional experience. At the same time, adaptation to a dual education environment requires future teachers to develop psychological readiness, professional motivation, communication skills, self-regulation, responsibility, and the ability to apply theoretical knowledge in real educational situations. This article examines the psychological and pedagogical aspects of adapting future teachers to dual education. Particular attention is given to professional identity, motivation, emotional readiness, mentoring, communication, reflective learning, and gradual integration into professional activity. The article emphasizes that effective adaptation requires coordinated cooperation between higher education institutions, practice-based educational organizations, mentors, and students. A supportive psychological environment, constructive feedback, individual support, and gradual expansion of professional responsibilities can reduce adaptation difficulties and strengthen professional confidence. The integration of theoretical and practical preparation through dual education contributes to the formation of teachers who are professionally competent, reflective, adaptable, and prepared for the changing requirements of contemporary education.