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the Conclusion

In conclusion of the dissertation researches are summed up, results of the decision of tasks in view are generalised, prospects of the further scientific search and prospect of use of the received results and as the basic conclusions are formulated are specified:

1.
Readiness for professional work represents a cumulative psychological neoplasm of the initial stages professionalizatsii, consisting in an orientation and ability of the subject to carry out the selected professional work according to standard demands. It arises to the extremity of the period of vocational training as a result of stage-by-stage formation of its consecutive implications in the form of readiness for the realised choice of a trade of the psychologist of formation and readiness for uchebno-professional work on mastering by the given trade during professional self-determination on dovuzovskom a stage, readiness for performance of professional work during vocational training at a high school stage professionalizatsii.

Readiness studying in system professionalizatsii as integrated continuous process of formation of the subject has opened its close interrelation, but not identity with professional competence. The characteristic professionalizatsii as stage-by-stage ascension of the subject from readiness for professional competence, and then for professionalism and skill, has allowed to correlate readiness and competence as the prognostic characteristic of success of forthcoming activity and it realizovannost in activity already carried out by the expert.

2. Readiness for professional work represents step multilevel formation with difficult structure, obrazuemoj subject and objective the levels corresponding to them by kinds (psychological, special), subspecies (personal, motivational, kognitivnaja and theoretical, practical), interpenetrating components (orientatsionnyj, motivational, personal, operational) as the initial structural components of readiness binding its kinds and subspecies in integrated system. It is established as the base mechanism of formation of readiness geterohronnost formation of the structural components, defining its stage-by-stage character: during formation of readiness for a choice of a trade and to uchebno-professional work on mastering it on dovuzovskom a stage pawns the basic maintenance motivational and orientatsionnogo readiness components; In process of readiness for activity performance at a high school stage the operational component is formed, and also fastening and to-development first two components is provided; the personal component of readiness is exposed to necessary development and correction throughout both stages professionalizatsii.

3. The maintenance of readiness for professional work of the psychologist of formation is presented during the system psychological analysis of the given professional work. As a result of a projection of the basic implications of subject and objective-subject subsystems of psihologo-pedagogical activity to readiness structure in work it is allocated two kinds of its criteria: integrated and concrete.

Integrated criteria of readiness of the future psychologist of formation are presented by two groups: criteria of readiness of the entrant to uchebno-professional work on mastering by a trade (motives of a choice of a trade of the psychologist, social intelligence, empathy, quality of general educational knowledge and abilities of productive uchebno-informative activity) and criteria of readiness of the graduate to professional work of the psychologist of formation (a professional orientation, internalnost and professional readiness).

Concrete criteria of readiness are presented by ten kinds key kompetentsy the psychologist of formation to 115 signs from which 50 concern to kompetentsijam the professional work, allocated according to psychological structure of activity of the psychologist of formation within the limits of the theory sistemogeneza.

The expert estimation of levels of development kompetentsy the psychologist of formation, sufficient and necessary for the graduate of high school and the expert with experience, has allowed to receive a profile of readiness and a profile of competence of the given expert.
A readiness profile (reflects is minimum necessary for the successful beginning of independent psihologo-pedagogical activity a level of development kompetentsy) essentially below level of a profile of competence (reflects level of the psychologist of formation adapted in a trade): authentic differences are established on all to ten kinds kompetentsy and to ten groups kompetentsy professional work.

4. The problem of formation of readiness for professional work of the psychologist of formation at conceptual level is solved in work through creation of special psihologo-pedagogical conditions of development of consecutive neoplasms of readiness on the basis of continuity and a continuity dovuzovskogo and high school stages professionalizatsii. The psihologo-pedagogical model of realisation of the concept, reflecting in four macromodules of a problem, the maintenance, stages, forms, technologies of formation of readiness of the psychologist of formation to activity, is characterised eksplitsitnostju, providing the system description of an object of research, logical sequence, clearness of mechanisms and conditions of achievement of readiness for professional work. Approbation of conceptual model in long-term practice of vocational training of psihologo-pedagogical shots on dovuzovskom and high school stages, has confirmed, that it is working (operating) model of maintenance of quality of preparation of the experts, the social order corresponding by changing demands and to modern educational conditions.

5. Formation of readiness of the future psychologist of formation to professional work as cumulative psychological neoplasm of the initial stages professionalizatsii is carried out stage by stage.

On dovuzovskom a stage ability to the realised choice of the trade which basis steady interest to activity of the psychologist of formation as makes dominating motive of a professional choice is formed. The mechanism of formation of readiness for a professional choice is kongruentnost an adequate image of a trade of the psychologist of formation, an image of and an image of the professional future.

Ability of the subject effectively to be trained in professional work of the psychologist of formation as is formed on dovuzovskom a stage professionalizatsii. As the mechanism of its formation the reflexion of representations about uchebno-professional work, development and working off of the uchebno-informative actions providing success of uchebno-professional work in high school acts.

At a high school stage professionalizatsii readiness for the professional work performance which mechanisms are differentiated according to components of the is professional-educational medium providing development of the student as the subject of forthcoming activity is formed. In a spatially-subject component the mechanism of formation of readiness for activity performance is self-designing of an individual trajectory of is professional-personal development of the future psychologist of formation through granting of possibility of an independent choice of vectors of an educational route. In an organizational-technological component the mechanism of transformation of knowledge and abilities of the student in professional the competence, consisting in eksteriorizatsii the acquired knowledge in practical actions, in ability to use them in activity is realised.

6. Realisation of conceptual model of formation of readiness of the future psychologist of formation to professional work is provided by set of the psihologo-pedagogical technologies developed and described in research (educational and monitoringovyh) which basis was made by stages and mechanisms of formation of readiness for activity.

Formation and estimation of neoplasms of readiness for a trade on dovuzovskom a stage is carried out within the limits of obrazovatelno-developing technology of biennial profile training and psychodiagnostic technology komplementarnogo professionally focused selection of the entrants ready to mastering by a trade of the psychologist of formation. Readiness formation at a high school stage is served by technologies of advancing additional educational preparation and the subject organisation of uchebno-professional work of the future psychologist of formation. At a high school stage the advanced technology of total state certification of graduates is devoted a readiness estimation.

The developed technologies have practical value for the present stage of modernisation of the domestic educational space, worrying a disadvantage of the approved psihologo-pedagogical technologies, allowing to realise ideas kompetentnostnoj paradigms in educational practice.

7. Experimental check of the developed technologies has confirmed their efficiency. Technologies of formation of readiness for professional work on dovuzovskom a stage professionalizatsii promote development motivational and orientatsionnogo components of readiness and form readiness of senior pupils for a choice of a trade of the psychologist of formation and for uchebno-professional work on mastering by it. It is expressed in realised, internally motivirovannom a choice of a trade of the psychologist, in the subsequent satisfaction and success of uchebno-professional work on development of the given speciality in high school. The given technologies, on the one hand, considerably activate a role of the professionalno-defined subject in planning of the vital and professional prospects, forming responsibility for the made decisions and their subsequent realisation, on the other hand, essentially raise quality of a contingent of entrants and students.

Technologies of formation of readiness at a high school stage professionalizatsii provide qualitatively higher level of development of an operational component of readiness of the future psychologist of formation to professional work. By the allocated criteria of readiness authentic differences of experimental and control groups are found out.

Studying of concrete criteria of readiness in a kind kompetentsy the psychologists of the formation trained in the conditions of realisation of the described concept, has shown, that the realised technologies promote eksteriorizatsii knowledge acquired by students and abilities in ability of their practical use in forthcoming activity, i.e. in professional to the competence. The competence of the graduates trained within the limits of a traditional paradigm of preparation of psychologists, are developed authentically below the level necessary for the expert beginning independent activity. The "Zunovsky" 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.

Studying of integrated criteria of readiness for professional work at the future psychologists of formation as has confirmed efficiency of the developed technologies. The graduates trained in the conditions of conceptual model of formation of readiness, are characterised authentically above the developed professional orientation, internalnostju (a social maturity, responsibility and self-checking) and professional (psihologo-pedagogical and practical) by readiness to activity.

8. Set of the technologies of formation of readiness developed on the basis of allocated mechanisms to professional work on dovuzovskom and high school stages provides the system is subject-dejatelnostnuju professionalizatsiju the future psychologist of formation. Qualitative differences of professional development of psychologists of formation to the extremity of the first year of independent professional work are established. At the psychologists of the formation trained in the conditions of the proved concept, the close interrelation of a professional orientation and kompetentsy which form a kernel of competence of the beginning expert is found out. It testifies that the taped mechanisms of formation of readiness of the future psychologist of formation to professional work and the psihologo-pedagogical technologies developed according to them are referred on an increment of mentality of the subject of forthcoming professional work, its enrichment by the is professional-focused maintenance, providing with that amplification as alternative of an intensification of the initial stages of a professional ontogenesis of the person.

Thus, the received results confirm the set of hypotheses put forward by us about the maintenance, stages, mechanisms and conditions of formation of readiness of the future psychologist of formation to professional work, allowing to estimate the offered concept, model and technologies as the proved and effective system is subject-dejatelnostnoj professionalizatsii the expert at its initial stages.
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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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