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“Conceptual model and mechanisms for the formation of the educational psychologist’s readiness for professional activity”
Chapter III substantiates the author’s concept of solving the research problem, the corresponding psychological and pedagogical model of system-continuous formation of readiness, as well as the mechanisms and conditions for its formation at the pre-university and university stages.
The concept of the formation of the educational psychologist’s readiness for professional activity is a combination of the main principles of a methodological, theoretical and methodological nature, revealing the approaches, structure and conditions of readiness formation at the initial (pre-university and university) stages of professionalization.
? The objective basis for the formation of the educational psychologist’s readiness for activity is the model of professional activity and the personality model of a specialist (A.K. Markov). The effectiveness of the educational and professional activities of the future educational psychologist is determined by its relevance to the psychological system of future activities (V.D. Shadrikov).
? The profession of a psychologist makes special demands on the personality of a specialist (I.V. Dubrovina, E.A. Klimov, etc.). This makes it necessary to take into account at the initial stages of professionalization the individual-personality characteristics of the subject, the compliance of which with the requirements of the profession is the most important condition for the successful educational, professional and independent professional activity of the future educational psychologist.
? The multi-level structure of readiness, limiting the solution of the problems of the development of a psychologist of education as a subject of professional activity during the period of higher education, forms the basis for supplementing the urgent idea of continuing professionalization according to the scheme "university + postgraduate forms of advanced training" with the scheme "pre-university profile preparation + university" corresponding to the system concepts of professional suitability (V.A. Bodrov, A.T. Rostunov and others) and allowing to realize the idea of early immersion of a future psychologist profession (DI Feldstein).
Theoretical provisions of the concept characterize the phased structure, content and mechanisms of formation of the educational psychologist’s readiness for professional activity, the basis of which were the results of the analysis of readiness in the subject’s professionalization system.
Methodological provisions of the concept reveal the means of formation of readiness, implemented in the aggregate of developed psychological and pedagogical technologies (see chap. IV).
The indicated logic of the conceptual solution of the research problem is embodied in the psychological and pedagogical model of the system-continuous formation of the educational psychologist's readiness for professional activity (Fig. 1), which is implemented in the long-term innovative practice of professional education of teachers and psychologists at the Moscow State Pedagogical Institute and MarSU.
The main components of the model are presented in four macromodules:
1. The target macromodule is the backbone of the model, it includes components of the goal, objectives, methodological foundations and principles, the totality of which determines the structure, content and methods of forming the readiness of future educational psychologists within the framework of this model, emphasizing their subordination, hierarchy, and integrability.
2. The structural and organizational macromodule includes components of stages and institutions, sources and driving forces of readiness formation. Two independent stages of the model's implementation are distinguished: the pre-university stage, which consists in the conscious choice of the profession of a psychologist and the corresponding professional self-determination during the course of an option, against which there is a formation of readiness for educational and professional activities at the university; The university stage is aimed at the consistent mastery of the profession and the development of a subject who is ready to carry out activities during vocational training. Sources of readiness formation at the pre-university stage are a personality-oriented environment, at the stage of professional training - a subject-oriented professional-educational environment. The driving force of readiness formation is the subject’s own activity and its educational and professional activities.
3. The substantive-technological macromodule of the model includes components of the direction, content, forms and technologies of readiness formation. Fig. 1.
The scheme of the psychological and pedagogical model of the formation of the educational psychologist’s readiness for activity
The subject-activity principle determines two key areas of formation of the readiness of a future educational psychologist for activity: personal development and professional development of a specialist. In accordance with this, the content of education that forms the readiness of the future psychologist is selected. At the pre-university stage, the traditional general educational nature of the content changes significantly in connection with the introduction of a specialized component and the solution of the problems of special preparation for educational activities at a university. At the university stage of readiness formation, the traditional content of education, determined by the requirements of the educational standard, is not subject to significant changes, but is supplemented by courses in accordance with an individually-oriented learning strategy.
The achievement of the goal of readiness formation is facilitated by the use of innovative technologies of the educational and professional activity of the subject.
4. The result-evaluation module includes a description of the most important features, components and criteria of the educational psychologist's readiness for activity, the assessment of which allows us to judge the effectiveness of the model.
Since any model is a simplified reconstruction of the real process of achieving the desired result, the chapter analyzes in detail the partial mechanisms of formation of readiness neoplasms.
Based on the scientific luggage accumulated in Russian psychology and pedagogy on the problems of vocational guidance (K.M. Gurevich, E.A. Klimov, N.S. Pryazhnikov, S.N. Chistyakova, etc.), the organization substantiates the organization of explicit professional choice . Its essence is the formation of a steady interest in the activities of the educational psychologist as the dominant motive for her choice, based on a combination of adequate ideas about the profession, oneself and the professional future. In accordance with these conditions for the formation of an informed choice of the profession of an educational psychologist, the assimilation of complex knowledge about its features and their refraction through the individual psychological properties of the personality of a professionally determined student are advocated. Correspondence of the formed ideas about the profession to the personal properties of the optant generates a state of internal consent and acceptance when there is no conflict between alternative desires and opportunities. Thus, the psychological mechanism of the formation of readiness for the conscious professional choice of high school students consists in the congruence of the adequate image of the profession of educational psychologist, the image of himself and the image of his professional future.
Another most important task of the pre-university stage is the formation of the subject's ability to effectively learn professional activities, to master it in generalized ways in solving educational and educational-professional problems. The most important conditions for the development of this ability are ideas about the features and success factors of educational and professional activities and the formation of a set of competencies of productive educational and professional activities. The psychological mechanism of formation is the reflection of ideas about educational and professional activities, the development and development of educational and cognitive actions that ensure the success of educational and professional activities at the university.
The final component of the system-continuous formation of the readiness of the future educational psychologist at the pre-university stage is professionally oriented selection, for the introduction of which the objective (socio-economic) and subjective (related to the specifics of a particular profession) grounds. The basis of the proposed professionally oriented selection is its “complementary benefit”, when, on the one hand, the procedure and results of professionally oriented selection are important for applicants themselves as one of the opportunities to avoid erroneous professional choice as a result of additional stimulation of reflection of one’s desire and the opportunity to master the profession of educational psychologist. On the other hand, the selection helps to improve the quality of students of the faculty, activating their pre-university training and even the “self-elimination” of professionally oriented applicants.
The university stage of professionalization is considered by scientists as a period of purposeful extensive development of activity (NN Nechaev). The paper identifies three sectors of the vocational and educational environment (spatial, subject, organizational, technological and social), which form a zone of developing opportunities that ensure the professional and personal development of the student as the subject of future activities.
In the spatial-subject component of the vocational educational environment, as a mechanism for creating readiness to carry out activities in accordance with the ideas of advanced education (B.M. Bim-Bad, B.S. Gershunsky, A.M. Novikov), self-designing of an individual trajectory of vocational the personal development of the future educational psychologist, consisting in the subjective regulation of the educational route with an in-depth study of modern psychological and pedagogical knowledge and experience selected for prognosis Český level.
In the organizational and technological component, the mechanism of transformation of student knowledge into the plane of their practical use, i.e. the formation of professional competencies. The conditions and forms of “testing” are described in the form of mastering and consolidating (II Ilyasov) psychological knowledge with their subsequent exteriorization into practical actions and competencies.
The conceptual model, conditions and mechanisms for the gradual formation of readiness for professional activity, justified in the chapter, are only a real training scheme for the future educational psychologist, the evaluation of the effectiveness of which required the developed model to be projected onto the plane of specific technologies for its implementation.
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“Conceptual model and mechanisms for the formation of the educational psychologist’s readiness for professional activity”
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