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Key Points to Protect

The concept of the formation of readiness for professional activity is based on an alternative to the existing paradigm of professional training of a psychologist, the idea of ​​subjectively active professionalization of a future educational psychologist through his early immersion and subjective involvement in the system and conditions of profile and professional education in the chosen direction.

2. The stages, mechanisms and conditions for the formation of readiness are determined by the content of professional activity, the structure, components and neoplasms of readiness, tasks of the pre-labor period of professionalization, the totality of which is implemented in the psychological and pedagogical model of a system-continuous formation of readiness of a future educational psychologist.

3. The formation of readiness for professional activity consists in the phased development of its successive neoplasms in the form of a willingness to choose a psychology profession and a readiness for educational and professional activities to master it at the pre-university stage of professionalization, readiness to carry out the professional activity of an educational psychologist at the university stage of professionalization.

4. The basic mechanism for the formation of readiness for professional activity consists in the heterochronous development of its components: the motivational and orientational components of readiness are laid at the stage of professional self-determination; the operational component develops at the stage of professional training; the personal component is subject to development based on the characteristics of the chosen activity, during both stages of professionalization.

5. The partial mechanisms of readiness formation at the pre-university stage are the congruence of the image of the profession, the image of yourself and the image of your professional future, reflection of ideas about educational and professional activities at the university and the development of educational and cognitive actions necessary for productive educational and professional activities.

6. The partial mechanisms of readiness formation at the university stage are self-designing of an individual trajectory of professional development, as well as the transformation of student knowledge and skills into professional competencies based on exteriorization.

7. The stage-by-stage formation of successive neoplasms of readiness is ensured by observing the conditions and using methods corresponding to the selected mechanisms, which are taken into account in the totality of the developed psychological and pedagogical technologies for the implementation of the conceptual model at the pre-university and university stages: educational, developmental, psychodiagnostic, certification.

Testing and implementation of the main dissertation ideas and research results in practice was carried out in various forms:

1. In the educational process at the Faculty of Pedagogy and Psychology (FPP) MarGPI (until 2008) and MarSU (since 2008), as part of the author-led Center for Development and Education "Gavrosh" based on the FPP MarGPI (2002-2006 g.), as well as in the educational process of the profile stage of general education on the basis of the Baumansky Lyceum (former Education Center No. 18).
Yoshkar-Ola, at the psychological faculty of the Mari branch of MOSU (MF MOSU), at retraining and continuing education courses for teachers and psychologists at the Mari Institute of Education (IOI). The programs and technologies developed by the author are used in institutions of general and vocational education in Russia and the Republic of Tajikistan.

2. During the five-year scientific leadership of the complex research problem of the formation of the social ecology of modern childhood, carried out within the framework of the NI MARGPI and registered in the All-Russian Scientific and Technical Information Center (VNTIC, reg. No. 01.2001 19838), successfully completed in December 2005;

3. In research grants on social and educational topics supported by various foundations and organizations (grant of the Government of the Republic of Mari El for young scientists, 1998; group grant of the Russian Humanitarian Science Foundation, 1997; grant of the Junior Faculty Development Program Scholarship (JFDP) Fulbright programs, 2001; group grant of the II Fair-Forum of Social and Cultural Projects of the RME, 2004, etc.);

4. In reports at scientific and practical conferences of various levels:

? international (Washington, USA, 2002; Dushanbe, Tajikistan, 2007; Astrakhan, 2008; Kislovodsk, 2007, 2008; Moscow, 1998, 2003; Penza, 2007; Perm, 2006; Stavropol, 2006; Tambov, 2004, 2007),

? All-Russian (Moscow, 2005, 2006, 2007, 2008; Yoshkar-Ola, 1994, 2006, 2008; Kazan, 2008; Penza, 1999; Slavyansk-on-Kubani, 2008; Chelyabinsk, 2005);

? regional (Yoshkar-Ola, 1995, 1997-1999, 2002, 2003, 2006; Kursk, 2009; Cheboksary, 2006);

5. In the course of discussions at meetings of specialized departments, methodological seminars of MarGPI, MarSU, MF MOSU, MPGU;

6. In the author's scientific publications: out of 100 works in 74 years (more than 70 pp), dissertation ideas are reflected, including in 2 monographs, a training manual, 10 educational and methodical works, 8 articles in scientific journals recommended by the Higher Attestation Commission, in 3 collective publications edited and attended by the author, in articles and abstracts.

The structure and scope of work. The work consists of introduction, four chapters, conclusion, list of references and applications. The main text is illustrated by 32 figures and graphs, 17 tables. The list of references contains 533 names, of which 20 are in a foreign language.
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Key Points to Protect

  1. Key Points to Protect
    1. The development of the acmeological concept of the professional development of higher education teachers is a consequence of the scientific understanding of the basic approaches to the problem being studied; main trends in the development of higher education and its role in personality development; complexity, versatility, multifunctionality of professional activity of higher school teachers; existing contradictions
  2. Key Points to Protect
    1. The concept of IGOs ​​is defined in the context of two aspects: social and psychological. The social aspect is represented by the characteristics of the factors that determine the uniqueness of IGOs: microsocium (family) and macrosocium (living conditions and place of residence, ethnocultural characteristics) and IGO harmonization factors [State policy, education (psychological knowledge), media, social. advertising]. Psychological aspect
  3. Key Points to Protect
    1. One of the most pressing tasks facing psychological science in modern conditions is the development of theoretical concepts that consider the development of the individual and society as interconnected components of a single process, disclosing the mechanisms of this relationship and allowing to develop programs for its empirical study in a specific socio-psychological
  4. Key Points to Protect
    1. The development of a professional in an acmeological environment is a step-by-step process of the formation and transformation of components of professionalism when interacting with an acmeological environment. The influence of the acmeological environment is the impact of a special society, a higher order system that includes changing conditions, factors, acmeological determinants, fields and spaces of professional development, as well as
  5. Key Points to Protect
    1. Special abilities are properties of mental structures that are reference to a certain subject area of ​​objective reality and are formed in the individual experience of the subject in the process of development. A quantitative characteristic of the formation of mental structures that implement the functions of displaying, selecting and transforming reality in ideal form is the measure
  6. Key Points to Protect
    1. The professional competence of a specialist with higher technical education is a dynamically developing personality profile that integrates abilities, knowledge, skills, business and personal qualities, manifested in the possession of modern technologies and methods for solving professional problems of various difficulty levels and allowing professional
  7. Defense Provisions
    1. The provision on the concept of the mental states of military sailors in long voyages in the formulation: the mental states of military sailors are a relatively independent group of stable mental phenomena that manifest themselves in their spirituality and are formed in the process of information adaptation at the highest mental level of reflection based on the mental-psychological paradigm .
  8. Defense Provisions
    1. The basis of the acmeological concept of the formation of the identification of civil servants is based on general methodological and specific methodological principles of acmeology. These methodological principles of acmeology support the modeling of the process of identifying civil servants in the unity of its research, value-orientating and practice-transforming aspects.
  9. Defense provisions
    1. In men, the understanding-acceptance of manipulation is manifested significantly more often than in women, for whom the understanding-rejection of manipulation is more typical. 2. There are age differences: men and women are more likely to understand manipulation by the type of understanding-rejection than boys and girls, and have a lower level of Machiavellianism. 3. People with the type of understanding-acceptance of manipulation are characterized
  10. Defense Provisions
    1. The methodological understanding of the psychological and acmeological essence and the effective development of professional health of a specialist is determined by approaches to the study of this phenomenon, namely, genetic, axiological, systemic, structural, synergetic, personal, active, subjective, acmeological, revealing the process of developing professional health of a specialist. 2.
  11. Defense Provisions
    Difficulties in the process of becoming a teacher’s professionalism arise in the process of resolving the “man-profession” contradiction and appear as the absence or insufficiency in the development of the teacher’s professionalism structure, which impede the personality’s activity and lead to a halt, breaks, errors in pedagogical activity. The nature of the difficulties has a significant impact on such
  12. Defense Provisions
    1. The acmeological resource as a general personality phenomenon is characterized by the responsive-regulatory, value-semantic, emotional-sensual, self-fulfilling, self-developing, subjective activity aspects on the one hand. The acmeological resource of psychological health as a personality-social phenomenon with interactive-dialogic, culturally consistent, priceless-tolerant,
  13. Defense Provisions
    Corporate security as the acmeological basis of the organization’s productive life is the result of multi-level relationships and interactions in the continuum “person - organization” and “organization - society”. In the course of interactions in the “man-organization” continuum, an ensemble of interpersonal meanings, expectations, values, norms, stereotypes, manifested in
  14. Defense Provisions
    1. The acmeological concept of the formation and development of multi-ethnic competence of subjects of education is interdisciplinary and includes modern acmeological, psychological, pedagogical, social and professional concepts that determine the harmonious development of subjects of education with the realization of ethnic potential. 2. The author's system of activities aimed at
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