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In conclusion of the dissertation, the results of the study are summarized, the results of solving the tasks are summarized, the prospects for further scientific research and the prospects for using the results are indicated, as well as the main conclusions are formulated:
1. Preparedness for professional activity is a cumulative psychological neoplasm of the initial stages of professionalization, consisting in the orientation and ability of the subject to perform selected professional activities in accordance with regulatory requirements. It arises at the end of the training period as a result of the gradual formation of its successive manifestations in the form of a willingness to consciously choose the profession of an educational psychologist and a readiness for educational and professional activities to master this profession during professional self-determination at the pre-university stage, and readiness to carry out professional activities during the professional training at the university stage of professionalization.
The study of readiness in the system of professionalization as an integral continuous process of the formation of the subject revealed its close relationship, but not its identity with professional competence. The characterization of professionalization as a phased ascent of the subject from readiness to professional competence, and then to professionalism and skill, allowed us to correlate willingness and competence as a prognostic characteristic of the success of an upcoming activity and its implementation in the activities already carried out by a specialist.
2. Willingness to professional activity is a stepwise multi-level education with a complex structure formed by the subject and object levels, their corresponding types (psychological, special), subspecies (personal, motivational, cognitive and theoretical, practical), interpenetrating components (orientational, motivational, personal, operational) as the initial structural components of readiness, linking its types and subspecies into an integrated system. The heterochronism of the formation of structural components, which determines its phased nature, has been established as the basic mechanism of readiness formation: during the formation of readiness for choosing a profession and for educational and professional activities for mastering it at the pre-university stage, the main content of the motivational and orientation components of readiness is laid down; during the development of readiness to carry out activities at the university stage, an operational component is formed, and the first two components are consolidated and further developed; the personal component of readiness undergoes the necessary development and correction during both stages of professionalization.
3. The content of readiness for professional activity of an educational psychologist is presented in the course of a systematic psychological analysis of this professional activity. As a result of the projection of the main manifestations of the subject and object-object subsystems of psychological and pedagogical activity on the readiness structure in work, two types of its criteria are distinguished: integral and specific.
The integral criteria for the readiness of the future educational psychologist are presented in two groups: the criteria for the applicant’s readiness for educational and professional activities in mastering the profession (motives for choosing a psychologist’s profession, social intelligence, empathy, the quality of general knowledge and skills of productive educational and cognitive activities) and the criteria for the graduate’s readiness for professional activity educational psychologist (professional orientation, internality and professional preparedness).
Specific criteria of readiness are represented by ten types of key competencies of an educational psychologist according to 115 criteria, of which 50 relate to professional competencies identified in accordance with the psychological structure of an educational psychologist in the framework of the theory of systemogenesis.
An expert assessment of the level of development of the competencies of an educational psychologist, sufficient and necessary for a university graduate and a specialist with experience, made it possible to obtain a readiness profile and a competency profile for this specialist. The readiness profile (reflects the minimum level of development of competencies that is minimum necessary for the successful start of independent psychological and pedagogical activity) is significantly lower than the level of the competency profile (reflects the level of education psychologist adapted in the profession): significant differences are established for all ten types of competencies and ten groups of competencies of professional activity.
4. The problem of the formation of readiness for professional activity of an educational psychologist at a conceptual level is solved in the work through the creation of special psychological and pedagogical conditions for the development of successive neoplasms of readiness based on the continuity and continuity of the pre-university and university stages of professionalization. The psychological and pedagogical model for the implementation of the concept, which reflects in four macro-modules the tasks, content, stages, forms, technologies of formation of the educational psychologist’s readiness for activity, is characterized by explicitness, providing a systematic description of the subject of study, a logical sequence, clarity of the mechanisms and conditions for achieving readiness for professional activity. Testing the conceptual model in the long-term practice of professional training of psychological and pedagogical personnel at the pre-university and university stages, confirmed that it is a working (operating) model for ensuring the quality of training of specialists, corresponding to the changing requirements of the social order and modern educational conditions.
5. The formation of the readiness of the future educational psychologist for professional activity as an aggregate psychological neoplasm of the initial stages of professionalization is carried out in stages.
At the pre-university stage, the ability to consciously choose a profession is formed, the basis of which is a steady interest in the activities of the educational psychologist as the dominant motive for professional choice. The mechanism for the formation of readiness for professional choice is the congruence of the adequate image of the profession of educational psychologist, self-image and the image of his professional future.
The subject's ability to effectively learn the professional activities of an educational psychologist is also formed at the pre-university stage of professionalization. The mechanism of its 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.
At the university stage of professionalization, a readiness is formed to carry out professional activities, the mechanisms of which are differentiated in accordance with the components of the professional and educational environment that ensure the development of the student as the subject of future activities. In the spatial-subject component, the mechanism for the formation of readiness to carry out activities is the self-designing of the individual trajectory of the professional and personal development of the future educational psychologist through the provision of the possibility of independent choice of the educational route vectors. The organizational and technological component implements a mechanism for the transformation of student knowledge and skills into professional competencies, consisting in the exteriorization of acquired knowledge into practical actions, in the ability to use them in activities.
6. The implementation of the conceptual model for the formation of the readiness of the future educational psychologist for professional activity is ensured by the combination of psychological and pedagogical technologies (educational and monitoring) developed and described in the study, the basis of which were the stages and mechanisms of the formation of readiness for activity.
The formation and evaluation of pre-university readiness neoplasms at the pre-university stage is carried out as part of the educational and development technology of two-year profile training and the psycho-diagnostic technology of the complementary professionally oriented selection of applicants ready to master the profession of an educational psychologist. The readiness formation at the university stage is provided by the technologies of advanced additional educational training and the subjective organization of the educational and professional activities of the future educational psychologist. An assessment of readiness at the university stage is devoted to an improved technology of the final state certification of graduates.
The developed technologies are of practical importance for the modern stage of modernization of the domestic educational space, which is experiencing a lack of proven psychological and pedagogical technologies that allow implementing the ideas of the competence paradigm in educational practice.
7. An experimental verification of the developed technologies has confirmed their effectiveness. The technologies for the formation of readiness for professional activity at the pre-university stage of professionalization contribute to the development of the motivational and orientational components of readiness and form the readiness of high school students to choose the profession of educational psychologist and for educational and professional activities to master it. This is expressed in a conscious, internally motivated choice of the profession of a psychologist, in the subsequent satisfaction and success of the educational and professional activities for the development of this specialty at the university. These technologies, on the one hand, significantly enhance the role of a professionally determined subject in planning their life and professional prospects, forming responsibility for decisions made and their subsequent implementation, on the other hand, significantly improve the quality of the contingent of applicants and students.
The technologies of readiness formation at the university stage of professionalization provide a qualitatively higher level of development of the operational component of the readiness of the future educational psychologist for professional activities. According to the selected readiness criteria, significant differences between the experimental and control groups were found.
The study of specific readiness criteria in the form of competencies of educational psychologists trained in the implementation of the described concept showed that the implemented technologies contribute to the exteriorization of the knowledge and skills acquired by students into the ability to use them in future activities, i.e. in professional competencies. The competencies of graduates who studied in the framework of the traditional paradigm of training psychologists are developed reliably below the level required by a specialist who is starting an independent activity. The “Zunovsky” approach ensures the development of only two competency clusters corresponding to the expert profile of readiness - “cognitive competencies” and “competences in the subject of psychological and pedagogical activity”.
The study of the integral criteria of readiness for professional activity by future educational psychologists has also confirmed the effectiveness of the developed technologies. Graduates who studied under the conceptual model of readiness formation are characterized by significantly higher developed professional orientation, internality (social maturity, responsibility and self-control) and professional (psychological, pedagogical and practical) preparedness for activity.
8. The set of technologies developed on the basis of the selected mechanisms for the formation of readiness for professional activity at the pre-university and university stages provides a systematic subject-activity professionalization of the future educational psychologist. Qualitative differences are established in the professional development of educational psychologists by the end of the first year of independent professional activity. The educational psychologists who studied under the conditions of a sound concept have found a close relationship between their professional orientation and competencies, which form the core competency of a novice specialist. This indicates that the revealed mechanisms for the formation of the future education psychologist’s readiness for professional activity and the psychological and pedagogical technologies developed in accordance with them are aimed at increasing the psyche of the subject of upcoming professional activity, enriching it with professionally oriented content, thereby ensuring amplification as an alternative to intensifying the initial stages of professional ontogenesis of personality.
Thus, the obtained results confirm the set of hypotheses put forward by us about the content, stages, mechanisms and conditions for the formation of the readiness of a future educational psychologist for professional activity, allowing us to evaluate the proposed concept, model and technology as a justified and effective system of subjective-active professionalization of a specialist at its initial stages.
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