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«Psihologo-pedagogical technologies of formation of readiness of the psychologist of formation to activity and an estimation of their efficiency»

In the chapter IV are described developed by the author educational and monitoringovye technologies of realisation of conceptual model, and as results of check of their efficiency. The Psihologo-pedagogical technology is defined as set is system knowledge used in educational process, ways, forms and methods of interaction of the subjects, referred on their development and training (G.V.Muhametzjanova, V.I.Panov, etc.).


According to the proved mechanisms of formation of readiness for a trade on dovuzovskom a stage professionalizatsii the obrazovatelno-developing technology of biennial profile training of the future psychologists of formation is developed for pupils of 10 and 11 classes. The basis of its designing was made by idea of creation in educational medium of conditions and possibilities for development in senior pupils of readiness for the realised choice of a trade of the psychologist and to uchebno-professional work on mastering by it proceeding from the uchebno-professional interaction stimulating self-development of the pupil, and use of methods of active socially-psychological training. Such approach is realised during the profile (psihologo-pedagogical) training of senior pupils including set of author's courses ("Psychology", «the Psychological practical work of self-knowledge« Who I? What I? What can I? » "," Training of professional (psihologo-pedagogical) self-determination «My personal professional way» "," Introduction to a psihologo-pedagogical trade "," Training of readiness for uchebno-professional work in high school »). Their maintenance provides professional self-determination of participants on a trade of the psychologist and forms their readiness for uchebno-professional work in high school.

Technology of formation of readiness for professional work of the psychologist of formation on dovuzovskom a stage grows out of participation of the author since 1994 in a scientifically-methodical management of activity of a psihologo-pedagogical class at faculty of pedagogics and psychology MarGPI on the basis of Lycée Baumansky Ioshkar Ola. During approbation, perfection and introduction of the described obrazovatelno-developing technology, in training has taken part more than 700 pupils of 9-11 classes.

Estimation of efficiency of obrazovatelno-developing technology of profile training of the future psychologists of formation spent in the form of the prolonged monitoring of success of adaptation of students to uchebno-professional work in high school. The experimental group (EG) was made by students from among the graduates of the profile psihologo-pedagogical group trained within the limits of described obrazovatelno-developing technology; the control group 1 (КГ1) was made by graduates of profile classes of various directions, except for psihologo-pedagogical; control group 2 (КГ2) - graduates of general educational classes (103 people) . The questionnaire was applied to an estimation of quality of obrazovatelno-developing technology of profile training, allowing to estimate features of adaptation of students to uchebno-professional work and such variables, as «motives of a professional choice», «satisfaction a professional choice», «factors of success of uchebno-professional work in high school», etc.

The obtained data allow to judge qualitative differences of motivational sphere of students experimental and control groups.
The basic motives of a choice of a trade of the psychologist of formation in EG were: 1. Desire to help other people, 2. Interest to a trade, 3. Possibility of development and self-realisation in a trade. In КГ1 a choice have induced: 1. Interest to a trade of the psychologist, 2. Desire to resolve personal problems, 3. Desire to help another. In КГ2 the most significant motives of a steel: 1. Desire to resolve personal problems, 2. Interest to a trade, 3. Desire to help other people. Results testify, that the motivational sphere of participants of obrazovatelno-developing technology of profile (psihologo-pedagogical) training is characterised by a socially-helping and professional orientation, at participants of control groups – an orientation on itself, expressed in aspiration to receive psychological consultation «for itself». Realisation dovuzovskoj educational program of profile preparation of the future psychologists qualitatively changes motivational sphere - from the motives aligned on own person, to the motives referred on the maintenance of selected activity. It confirms efficiency of the developed technology regarding formation of a motivational component of readiness for professional work of the psychologist of formation.

The analysis of set of experimental data has shown statistically authentic differences between EG and КГ2 on all allocated variables (the nonparametric criterion was applied? 2). The Obrazovatelno-developing technology of profile training of the future psychologists provides (in comparison with graduates of general educational classes) development of the major for the student doprofessionalnyh neoplasms:

? Sensibleness of a professional choice and the subsequent satisfaction it, shown in the general psychoemotional comfort during mastering by a trade of the psychologist of formation at a high school stage;

? Professionally focused socially-helping orientation of motivational sphere with prevalence intrinsivnyh motives of a choice of a trade of the psychologist of the formation, arising from requirements of the person and on the basis of available adequate representations about the given activity;

? Special readiness for uchebno-professional work of a psihologo-pedagogical profile in the high school which success among participants of training is provided with understanding of specificity of the selected trade, the got skills of productive educational activity and comprehension of features of high school training on a speciality.

All it as a whole provides much higher level of socially-professional adaptation of graduates of profile psihologo-pedagogical group to a high school stage of mastering with a trade of the psychologist in comparison with graduates of general educational classes.

The control group 1 occupies "intermediate" position, showing the uniformity and with experimental (except for a motivational variable), and with control group 2 (differences are absent on all variables). It allows to draw a conclusion that though profile training possesses developing effect, but its significant influence on the subsequent professionalizatsiju within the limits of a high school stage takes place only in a case when the professional choice corresponds to a training profile at the senior step of the general education. In case of disturbance of this continuity, graduates of profile and general educational classes significantly do not differ on above analysed variables.

Being based on models of activity and the person of the psychologist of formation and proceeding from structure of readiness of the entrant to uchebno-professional work, the psychodiagnostic technology komplementarnogo professionally focused selection of the entrants ready to mastering by a trade of the psychologist of formation is developed. The technology allows to estimate levels of psychological readiness (by criteria «social intelligence», "empathy", «motives of a professional choice and training») and special readiness (by criteria «special psihologo-pedagogical representations and abilities», «skills of productive uchebno-informative activity»).

The psychodiagnostic technology is applied within the limits of additional introductory test of entrants FPP since 1995. For the last period during approbation of the given technology has taken part more than 2000 entrants of internal and correspondence units FPP. Within the limits of an experimental research we analyse set of psychodiagnostic results komplementarnogo professionally focused selection of entrants of internal unit of a speciality «pedagogics and psychology» in 2005-2006 of (183 people). Comparison of results experimental and control groups spent on five above-named variables of psychological and special readiness for uchebno-professional work (fig. 2).





Fig. 2. Profiles of readiness of entrants to uchebno-professional work on a speciality «pedagogics and psychology»



All three samples of entrants are homogeneous for a level of development of social intelligence and empathy (at? 2 krit. = 5.99 value received by us for EG and КГ1, EG and КГ2, КГ1 and КГ2 are peer accordingly 0.17, 0.43 and 0.04 – social intelligence, and 0.16, 0.02, 0.03 - empathy). Thus, various variants of general educational and profile preparation of senior pupils (including our technology) do not render significant influence on these variables. For development of social intelligence and empathy special forming work which is not allocated in educational programs of the senior step of the general education is required.

Significant differences are found out on variables of motivational and special readiness of examinees. Entrants EG have authentically higher level of motivation on uchebno-professional work on a speciality «pedagogics and psychology» in comparison with КГ1 (? 2=6.22) and КГ2 (? 2=15.8) which are homogeneous for the given sign. It confirms influence of author's technology of profile training of senior pupils on formation of their motivational readiness for uchebno-professional work.

On a variable «skills of productive uchebno-informative activity» experimental and control group 1 are homogeneous (? 2=0.35 at? 2 krit. 5.99), showing much higher level of their development in comparison with КГ2, which to the given sign authentically differs and from EG (? 2=25.71), and from КГ1 (? 2=10.36). It means, that profile training (in particular on author's technology) promotes authentically to higher level of development of such making special readiness, as skills of productive uchebno-informative activity.

On a variable «special (psihologo-pedagogical) representations and abilities» authentic differences are found out between experimental and two control groups (? 2=6.63 and? 2=7.58). In spite of the fact that in author's technology development of special psihologo-pedagogical abilities is provided basically in educational practice, at participants significantly higher level of psihologo-pedagogical representations and abilities that it is possible to explain high motivation of experimental group on a trade of the psychologist of formation is formed.

The received psychodiagnostic results komplementarnogo professionally focused selection of entrants of a speciality «the pedagogics and psychology» allow to conclude the following:

? On development of special readiness for uchebno-professional work in high school in the form of skills of productive uchebno-informative activity significant influence is rendered by profile preparation of pupils at the senior step of the general education;

? Development of a personal component of psychological readiness for uchebno-professional work on the chosen speciality is not provided with simple realisation of profile educational programs and demands carrying out of special forming work; the given circumstance as confirms necessity of professionally focused selection of entrants of a speciality «pedagogics and psychology»;

? Development of motivational readiness for uchebno-professional work is not provided with the fact of a choice of a concrete trade, achievement of much higher level of its development is possible only as a result of system is professional-focused dovuzovskoj preparations.

Further in the head technologies of formation of readiness of the future psychologist of formation at the high school stage, considering processes universalizatsii and professionalizatsii, and referred on realisation of theoretical, designing and practical aspects of preparation of the professional (E.I.Isaev) are described.

The basis of technology of advancing additional educational preparation of the future psychologists is made by granting trained to possibility of multivectorial self-designing of an individual educational route. Disciplines of additional educational preparation steal up proceeding from multifunctional character of forthcoming professional work and are presented by three blocks: the theoretical block - subjects of profound studying of some sections of disciplines gos and the additional courses, which knowledge is required in independent professional work («Bases of design activity», «Management of the conflict in pedkollektive», etc.); the praktiko-focused block – the disciplines dilating the list of skills professionally necessary for the psychologist (to "Technology of rendering of the emergency socially-psychological help», «psychotechnics Bases», etc.) ; The block of applied disciplines – subjects are referred on rendering assistance to the student on the effective organisation of its uchebno-professional work and on development of separate personal properties of the future psychologist («to Internet technology in formation», «the Internal conflict of the person and its overcoming», etc.).

The technology of the subject organisation of uchebno-professional work of the psychologist of formation is formed by three independent parts:

1. The decision of uchebno-professional problems on the basis of a case-method applied in an author's special course «the Case-practical work for psychologists» on 4-5 curriculums (in work two basic techniques of use of cases are in detail described: open discussion and individually-group interrogation);

2. The three-stage program of formation of the psychologist-researcher, including the organisation of uchebno-research activity of students of 1-2 courses, an author's special course of "the Basis of the organisation of student's scientific work» as a link of uchebno-research and research activity of the student (the extremity of 2nd course); participation in the problem group united by interest to the general problem of research or discipline (3-5 course);

3. The program of additional psihologo-student teaching of the students, developing which effect consists in a role new to the student-probationer: instead of the observer and the assistant it becomes the subject of independent activity bearing responsibility for its result. System realisation of the named programs provides action of the partial mechanism of formation of readiness of the future psychologist of formation at the high school stage, consisting in transformation of knowledge of students in a plane of their practical use for the decision of functional problems.

Experimental check of efficiency of the allocated mechanisms and corresponding technologies was spent on the basis of the comparative analysis of results of diagnostics of an operational component of readiness for activity of the psychologist of formation by its concrete criteria – kompetentsijam. Research sample was made by students of final years: concerning experimental group during training the technologies of formation of readiness set forth above at a high school stage have been realised, the control group was trained within the limits of a traditional paradigm of preparation (88 people) . It was offered to examinee to estimate reached by them by the moment of end of training in high school levels of development of 115 signs kompetentsy on a five-point scale that has allowed to receive data on readiness for professional work at subject level. Processing of the received results consisted in construction of average profiles of readiness of groups, an estimation of the received value on statistical reliability of differences by means of U-criterion the God-send-uitni and the comparative analysis of profiles of readiness EG and KG with each other, and with an expert profile of readiness (fig. 3).

Despite similarity of the received profiles of readiness, the experimental group has authentically higher levels of development kompetentsy, substantially corresponding to an expert profile of readiness. Differences of profiles EG and KG are established by all kinds kompetentsy, except a kind I – the competence of a healthy way of life and a kind X – the competence of information technologies. On the rests to eight kinds kompetentsy statistical differences of levels of their development are established - in experimental group the allocated kinds kompetentsy are authentically more developed, than in control, and correspond to an expert profile of readiness, and by kinds VI, VIII and IX - exceed its value. It means, that in EG the competence of social interaction, the competence of informative activity, the professional work competence are developed above, than it is expected from psychologists of formation beginning independent activity.







Fig. 3. Profiles of development key kompetentsy experimental and control groups (in comparison with expert profiles)



The profile of readiness of KG corresponds to an expert profile only by one kind – the competence of informative activity. By all other allocated kinds kompetentsy the graduates trained within the limits of a traditional paradigm of preparation, are prepared worse, than it is required to the beginning psychologist of formation.

The development analysis kompetentsy professional work (IX kind) was spent on two subspecies: obshcheprofessionalnye (IX A) and special professional the competence (IX Б1-Б7). Despite similarity of profiles of both groups with expert, in experimental group the given kind kompetentsy is developed better, than in others (fig. 4).

The experimental group has authentically higher levels of development kompetentsy professional work on all allocated subspecies and groups (only 10), except for IX Б4 – the competence of a subject of psihologo-pedagogical activity. Indicators of the given competence consisting in exact and full understanding of mentality of the subject, equally well, at level of an expert profile of readiness, are developed in EG and KG that testifies to quality of theoretical preparation of the future psychologists of the formation trained as on author's, and traditional system.





Fig. 4. Development profiles kompetentsy professional work of experimental and control groups (in comparison with expert profiles)



The development profile kompetentsy corresponds to professional work of experimental group expert on six of ten allocated groups. On other four groups – obshcheprofessionalnye the competence, the competence tselepolaganija, the competence of reflexion of conditions of activity, the competence of acceptance of psihologo-pedagogical decisions – EG it is developed authentically above demands of experts to the beginning psychologist of formation.

The development profile kompetentsy corresponds to professional work of control group expert only on one group - the competence of a subject of psihologo-pedagogical activity. On all to nine groups kompetentsy professional work graduates of the traditional program of preparation of psychologists of formation are prepared by the rest worse expert level.

Thus not conformity of the developed system of professional development of the future psychologists of formation to modern demands of the social order formulated in kompetentnostnoj to a paradigm, first, proves to be true. « Zunovsky »the approach provides corresponding to an expert profile of readiness development only two klasterov kompetentsy -« the competence of informative activity "and" the competence of a subject of psihologo-pedagogical activity ». Secondly, efficiency of the developed technologies of formation of readiness of the future psychologists of formation at a high school stage is proved. On all allocated groups and kinds kompetentsy the graduates trained in the conditions of the proved concept, correspond (and in some cases – surpass) to value of an expert profile of readiness. The decision of uchebno-professional problems and additional psihologo-student teaching have provided a high level of development kompetentsy professional work, namely kompetentsy tselepolaganija and kompetentsy in acceptance of psihologo-pedagogical decisions. The program of formation of the psychologist-researcher promoted development exceeding expert level kompetentsy to informative activity and kompetentsy reflexions of conditions of professional work. High level kompetentsy social interaction and obshcheprofessionalnyh kompetentsy is the certificate of cumulative developing influence realised on dovuzovskom and high school stages professionalizatsii the described technologies of formation of readiness. At the same time, the offered approach requires perfection regarding formation kompetentsy a healthy way of life. Considering dovuzovsky character of formation of values of health as base sign kompetentsy the given group, it is necessary to include their estimation in psychodiagnostic technology komplementarnogo professionally focused selection of entrants. At a high school stage professionalizatsii the future psychologists of formation special attention to turn on formation of such sign, as «observance of demands of hygiene and a labour safety».

As a whole the received results of an estimation of concrete criteria of readiness of the future psychologists of the formation trained in the conditions of the proved concept of formation of readiness at a high school stage, in comparison with graduates in which relation the described technology was not applied, have proved its efficiency and validity of assumptions of mechanisms of formation of readiness of the psychologist of formation at a high school stage professionalizatsii.

The problem of an estimation of readiness of the graduate to professional work is the major for a modern domestic education as allows to judge quality of realisation of the set educational standard. In work the advanced technology of total state certification (YOKE) of psychologists of formation is described. The traditional maintenance of graduation examination is supplemented with the practical task in the form of a problem describing a psihologo-pedagogical situation, a containing problem and demanding its decision. Problems are referred: on designing and a substantiation of a complex of diagnostic techniques for carrying out of psychological inspection in the set situation; on a substantiation of directions and ways of advisory, korrektsionno-developing and preventive activity of the expert in reply to inquiries of children, parents and teachers on educational, educational and intrapersonal problems. It allows to survey as indicators of readiness of graduates not only level of the acquired knowledge, but also mastered kompetentsy. During performance and an estimation of final qualifying work the basic attention is taken away to monitoring of the personal contribution and degree of independence of the student, and as to indicators of approbation of results of research in the form of publications, performances at conferences, introductions in psihologo-student teaching.

Efficiency of the offered model of formation of readiness of psychologists of formation to professional work estimated through studying of integrated criteria of readiness - a professional orientation, internalnosti and professional readiness which characterise readiness at objective level.

For studying of an orientation of the subject on forthcoming professional work E.Shejna's questionnaire of "a career anchor» is used, allowing to study interests, valuable orientations and the equipments of the person in relation to a trade and the development in it. In experimental group the type of a professional orientation "service" (47.2 %) at which as leading values act desire to help people prevails, to work with people, to make the world better. At third EG the type «professional competence», expressing aspiration to reach skill, success and advancement in the business is taped. Almost at 14 % of students EG the type «integration of styles of a life», reflecting the equipment on a harmonious combination of various aspects of life – professional, family and personal self-development is generated. Though in control group on the first place as there is an orientation to service, between EG and KG are found out statistically authentic differences (at? 2 krit. = 7.82 for a significance value

Value are received? 2=15.24). Taped in EG the parity of types of vocational counsellings and the equipments corresponds to an ideal profile of a professional orientation of the psychologist (according to A.R.Musalaevoj), that is, in our opinion, result of influence of realised technologies of formation of readiness of the future psychologists of formation at a high school stage.

K.Zamfir's technique in A.A.Reana's updating allows to estimate such base konstrukt a professional orientation, as type of professional motivation. Comparison of results of the given technique as has shown presence of essential differences between experimental and control groups (fig. 5).





Fig. 5. Parity of types of professional motivation

Graduates-psychologists (in %)




In experimental group at 8 from 10 future psychologists of formation the internal professional motivation (VM), testifying to the importance and value of the selected activity for the subject is generated. In control group of students with such motivation hardly more than third (37.5 %). Outwardly positive motivation (VP), characterising slabovyrazhennyj interest to a trade, the insufficient valuable relation and the personal importance of professional psychological activity, in EG was showed at 13.9 %, in KG twice more often – at 29.2 %. Expression of external negative motivation (IN), a professional orientation characterising absence, differs in groups three times (8.3 % and 25 % accordingly). Besides, 8.3 % of graduates of KG show fragmentary (outwardly-motivirovannuju professional orientation on other trade (in EG the such it is not taped).

The professional orientation on the trade received in high school is generated at more than 70 % of participants of experimental group while according to other researchers, to the extremity of high school training the internal type of motivation corresponding to it is observed at less third of graduates-psychologists (A.R.Musalaeva). Statistical reliability of the specified differences (? 2=12.46 at? 2 krit. = 7.81 for a significance value

) Allows us to survey again them as result of the applied technologies.

For studying of the second integrated criterion of readiness for professional work of the psychologist of formation – internalnosti, the questionnaire of level of the subjective control (USK), the developed E.F.Bazhinym, E.A.Golynkinoj, A.M.Etkindom on the basis of a scale of a locus of the control of J was used. Rottera. Considering paramount value internalnosti for success of professional work (internalnyj the control locus significantly correlates with an index of professional success), us results of experimental and control groups on such subscales, as the general internalnost (Io), internalnost in the field of achievements (Id), failures (In) and industrial sphere (Ip) interested. Received profiles USK of both groups are above a straight line which is passing at level 5,5 stenov (average size on normal sample), that testifies about internalnom type of the subjective control at graduates on all specified subscales. It means, that the future psychologists of formation are characterised by a social maturity, independence and activity in achievement of objects in view, at them the feeling of personal responsibility for events occurring to them is developed.

The comparative analysis of profiles USK of two groups testifies to the greatest development internalnosti in EG (t-criterion Stjudenta was applied to definition of the statistical importance of the taped differences). According to indicators of the general internalnosti (Io), graduates of the given group show significantly higher level of the subjective control over events occurring to them, perceiving them as result of own actions. They feel own responsibility for these events and how there is their life. Graduates of KG in significantly smaller degree consider themselves capable to supervise an event.

Both groups have shown the maximum value on scale Id - internalnost in the field of achievements (7.9 stenov at EG, 7.5 - at KG, differences are not significant) that speaks about the advanced control over emotionally positive events – graduates consider, that they have achieved all in their life and are capable to achieve successes and in the future.

Both groups have shown the least value on scale In - internalnost in the field of failures (7.0 and 6.0 stenov accordingly), that means ability less developed in comparison with another subscales to accept and realise responsibility for negative events occurring to them and situations.

On scale Ip - internalnost in the field of relations of production, examinees of both groups have shown results above, than the general internalnost (7.8 and 7.1 stenov). The high indicator on the given scale testifies that the person considers own activity as the important factor of the organisation of professional work, business relations, the professional growth and official advancement. However, graduates EG show significantly higher level internalnosti in professional sphere, considering, that can influence the relations with colleagues, control them and bear for them responsibility, that professional career, promotion depend in larger degree on them, than from other people or from external forces.

So, the analysis of spheres of localisation of the subjective control has shown, that at both groups to the greatest degree internalnost is expressed in the field of achievements, in the least – failures. The most significant difference on subscales Id and In is found out in control group (7.5 and 6 stenov), that allows to survey such parity as follows: they attribute the successes and achievements to themselves, and responsibility for failures and misses in certain degree are inclined to shift on external circumstances, a case or other people. The experimental group in larger degree is ready to bear responsibility for failures.

In spite of the fact that both groups of graduates have shown internalnyj type of the subjective control, the future psychologists trained in the conditions of the proved concept of formation of readiness, in significantly larger degree are ready to show responsibility and resoluteness, emotional stability and self-checking. Besides, examinees of experimental group are more inclined to analyze failures as result of own omissions and to search for an independent exit from adverse situations.

The third integrated criterion of readiness for professional work of the psychologist of formation is readiness to the professional work, shown as the is professional-important knowledge and abilities of the graduate. For studying the modified variant of a questionnaire «Professional readiness to pedagogical activity» was used, allowing to estimate three groups of results of vocational training – general scientific, obshcheprofessionalnaja (psihologo-pedagogical) and practical readiness to activity. The experimental and control group 1 was made by the future psychologists of formation of final years MarGPI and MarGU. As for the comparative analysis of the received results the control group 2 from among students of a final year of other pedagogical speciality (only 159 people) has been involved.

The received parity of results of an estimation of three kinds of readiness of graduates allows to ascertain the following:

- All three groups of examinees have high degree of scientific-theoretical readiness to professional work (only 5.6 % in experimental and 6 % in control groups have shown critical level by the given kind). Hence, on the one hand, the traditional paradigm of professional th formation confirms the high efficiency in aspect "znanievoj" preparations, on the other hand, technologies introduced by us and mechanisms do not render significant influence on the specified party.

- The experimental group has shown significantly higher level obshcheprofessionalnoj (psihologo-pedagogical) readiness to the figure-nosti in comparison with control groups 1 (? 2=7.49 at? 2 krit. =5.99 for a significance value

) And 2 (? 2=7.37). The given difference, in our opinion, grows out of the perfection of a spatially-subject component of is professional-educational medium offered within the limits of author's model at the expense of realisation of advancing vocational training on the basis of the mechanism of an individual trajectory of is professional-personal development of the future psychologist.

- Significant differences are taped on the basis of practical readiness to activity. In control groups every third graduate has a critical level of development of practical skills (from 33.3 % to 35.4 %), while in experimental – 13 %. Much higher level of practical readiness of experimental group in comparison with control groups 1 (? 2=7.13) and 2 (? 2=6.60) we survey as the result of the realised technologies confirming their ability eksteriorizirovat psychological knowledge of the future psychologist of formation in professional actions and the competence.

So, set of the received experimental results of studying of readiness confirms efficiency of the technologies of its formation developed on the basis of allocated mechanisms. The certificate of it is the taped parity of integrated criteria of readiness for professional work at the future psychologists of formation:

1. The orientation on professional work («wishes to work as the teacher-psychologist to be in this trade») is present at 91.7 % of experimental and 66.7 % control groups (differences are authentic);

2. Internalnyj the control locus is generated at both groups, however participants of experimental group are characterised significantly by higher level of a social maturity, responsibility and self-checking while control group responsibility for failures and misses in certain degree is inclined to shift on external circumstances and other people (differences are authentic);

3. To carry out the given professional work - theoretical readiness ("knows") ability: general scientific – 94.4 % EG and 93.7 % of KG (differences are doubtful), obshcheprofessionalnaja - 92.6 % and 81.2 % accordingly (differences are authentic); practical readiness ("can") – 87 % and 64.6 % (differences are authentic).

For an estimation of the prolonged influence of conceptual model on professional development of the expert on poslevuzovskom a stage questioning of working psychologists of formation (only 78 people) has been spent . The questionnaire has allowed to analyse features of adaptation of beginning experts to professional work, their leading professional motives, and as levels of development of a professional orientation, professional thinking, a professional knowledge, skills, the is professional-important properties of the person to the extremity of the first year of independent activity. The analysis of data about development of the allocated variables to the extremity of the first year of independent activity has shown, that experimental and control groups are homogeneous for levels of development of professionally important knowledge and professional thinking (fig. 6). Essential differences in favour of EG are found out on expression of a professional orientation (? 2=27.32 at? 2крит. = 5.99 for a significance value

), To levels of development of the is professional-important properties (? 2=27.77), professional skills (? 2=18.63).



Fig. 6. Profiles of professional development of psychologists of formation

To the extremity of I th year of independent activity


Check of correlation communications has shown, that in experimental group there is a strong communication between a professional knowledge and all others (except for professional thinking) variables of professional development (especially between knowledge and abilities) while in control group between them weak communication is found out. It means, that development of knowledge in psychologists EG will provide rising of level of all other indicators. However the same work in KG will not lead to development of a professional orientation, professional abilities and properties.

The received results allow to draw a conclusion that formation of readiness for professional work of the psychologist of formation in the conditions of the described concept provides further qualitative differences in professional development of psychologists of formation. In experimental group such variables as a professional orientation and the competence are closely bound with each other. In control group professionally important knowledge is not built in system kompetentsy, they exist "in itself", not rendering essential influence on other components of its competence.

Thus, proofs of efficiency of the concept of formation of readiness of the future psychologist of formation proved in work to the professional work, the allocated mechanisms and corresponding technologies of its realisation are received: their use not only provides qualitatively higher level of readiness of experts, but defines essential changes in structure of interrelations of the major is professional-psychological characteristics of the subject. The found out differences make the basis for the prognostic statement that the subsequent professional development of the experts trained in the conditions of realisation of the described concept, will be to more effective, leading integrated and dynamical changes of all structure of professionalism of psychologists of formation.
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A source: Lezhnina L.V.. Readiness of the psychologist of formation For professional work: stages, Mechanisms, technologies of formation. 2009

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