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«the psychological analysis of professional work of the psychologist of formation as the objective basis of formation of readiness»

In the chapter II, proceeding from a base principle of primacy of model of activity in professional development, is carried out the psychological analysis of practical psychology of formation as spheres of professional work.
Logic and the maintenance of the given chapter has defined it is system-dejatelnostnyj the approach to studying of professional work with a leg on leading ideas of the analysis of psychological structure of activity (E.M.Ivanov, E.A.Klimov, V.D.Shadrikov, etc.).

The characteristic of the objective party of professional work of the psychologist of formation has demanded the analysis of a social situation of development of a trade, and as set of subject signs and operationally-technological structure of the given activity. The analysis of a social situation of development of domestic practical psychology of formation has opened discrete character of its development in the XX-th century and has shown, that at the present stage it turns to integrated independent branch of the psihologo-pedagogical theory and practice. Occurrence of the psychologist at school (as it already was in 20-30th of the XX-th century of) has framed a formation situation in modern formation of new type of the professional ("teacher-psychologist") with essentially excellent subject, the maintenance and activity agents. A natural consequence of it were intensive professiograficheskie researches of activity of the psychologist in Post-Soviet Russia.

In 80-90th years of the XX-th century work of the psychologist has acted as an object of research in G.S.Abramovoj, N.A.Aminova and M.V.Molokanova, A.A.Bodaleva, A.F.Bondarenko, F.E.Vasiljuka, E.A.Klimov, N.V.Kuzminoj and A.A.Reana, A.K.Markovoj, V.M.Rozina, E.S.Romanovoj's works, etc. the Judgement of specificity of activity of psychologists of formation during the same period has found reflexion in M.R.Bitjanovoj, JU.Z.Gil-buha, K.M.Gurevich, L.A.Golovej and N.A.Grishchenko, A.A.Derkacha, I.V.Dubrovinoj, J.M.Zabrodina, A.V.paint and A.P.Novgorodtsevoj, R.V.Ovcharovoj's works, A.M. Priho-zhan, E.I.Rogova, I.S.Jakimansky, etc.

Current decade activity of the practical psychologist in various contexts was studied by T.M.Bujakas, I.V.Vachkovym, I.B.Grinshpunom and N.S.Prjazhnikovym, A.I.Dontsovym, V.N.Karandashevym, A.G.Lidersom, O.N.Rodinoj and P.N.Prudkovym, L.B.Schneider and other researchers. To finding-out of features the figure-nosti of the psychologist of formation A.K.Bolotovoj, I.V.Dubrovinoj, N.I.Isaevoj's works, Etc. Martsinkovsky are devoted, to V.E.Pahaljana, V.V. Rubtsova, N.V.samoukinoj, M.A.Stepanovoj, L.M.Fridmana and many other things authors.

The analysis undertaken in work professiograficheskih researches of activity of the psychologist of formation has allowed to give the system-integrated description of objective signs of the given work in comparison with interfacing kinds of activity – pedagogical and praktiko-psychological. It is shown, that work of the psychologist of formation has specific character with variety of the distinctive signs caused by features of a professional position of the expert and the client, features of the maintenance, forms and results of activity. Activity of the psychologist of formation is characterised as: - slozhnoorganizovannaja the multifunctional activity consisting of several kinds interconnected among themselves, differing under the form, ways of realisation, a functional orientation; - converting communicative activity tselepolagajushchego the individually-valuable character, referred on actualisation of a cultural-mental resource of the person of the participant of pedagogical process; - "metadetelnost", including not only activity of the psychologist and the child, but management of activity of teachers bringing up it and parents; - creative activity with prevalence of the problems which do not have ready decisions, with actions difficultly giving in to exercise which are not automated almost; - the activity demanding as much as possible developed orientation in patterns of functioning of mentality at all levels of pedagogical system.

The psychological analysis of the subject party of professional work of the psychologist of formation consists in its studying personal, motivational, kognitivnyh, operationally-reguljatsionnyh properties.
The problem of personal features of the psychologist is activly developed last two decades in such directions, as: professionally important qualities of the psychologist providing its success scientific and practical activities (G.S.Abramova, N.A.amine and M.V.Molokanov, L.V.Temnova, etc.); personal determinants of efficiency of activity of the psychologist in separate directions and spheres (A.A.Derkach, A.K.Markova, V.E.Pahaljan, etc.); formation and development of the person and PVK the psychologist (I.F.Bashirov, G.M.Belokrylova, T.A.Kazantsev, N.I.Nikolsky, E.V.Shatilova, etc.) . The review of works has shown, that the overwhelming majority of researchers recognise - efficiency of this difficult multifunctional activity is substantially defined by qualities of the subject, its carrying out, however the uniform approach to their allocation is absent till now. The representations developed in modern researches about obshcheprofessionalnyh properties and personal qualities of the psychologist are structured in work starting with urovnevoj systems of the psychologist of formation as individual, the person and the subject of activity.

Results of the psychological analysis of professional work of the psychologist of formation have made the basis for the description of model of its activity (trudogramma) and persons (psychogram). The projection received professiogrammy work of the psychologist on readiness structure has allowed to solve the major problem of allocation of criteria of readiness of the psychologist of formation to professional work. The account of traditional and modern approaches to the characteristic of levels of professional development of the subject through the indicating of professionally important qualities and kompetentsy, has allowed to allocate two kinds of criteria of readiness: integrated and concrete.

Integrated criteria are presented by two groups:

1. Criteria of readiness of the entrant to uchebno-professional work in a psihologo-pedagogical direction - the internal realised 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;

2. Criteria of readiness of the graduate to professional work of the psychologist of formation - a professional orientation, internalnost and professional readiness.

As concrete criteria of readiness according to the modern approach to the description of results of vocational training, act the competence as set of knowledge, abilities and the qualities providing ability to solve professional problems (E.F.Zeer, A.V.Hutorsky). In work ten kinds key kompetentsy the psychologist of the formation, differentiated in three groups (on I.A.winter) are characterised:

1. The competence of the psychologist of formation as person and the subject of vital activity of I. competence of a healthy way of life of II. competence of tsennostno-semantic orientation in the world of III. competence of integration of IV. competence of civilisation of V. competence of self-improvement, self-development;

2. The competence, concerning social interaction of the psychologist of formation and social sphere of VI. competence of social interaction of VII. competence of dialogue;

3. The competence, concerning activity of the psychologist of formation of VIII. competence of informative activity of IX. competence of professional work (and. obshcheprofessionalnye and. Special, corresponding to psychological structure of activity) X. competence of information technologies.

As competence are surveyed as a modern way of representation of results of vocational training, the special attention in work is given the description of the ninth kind, i.e. kompetentsijam to professional work. The basis of their definition was made by V.D.Shadrikov's realised by working out of the professional standard of pedagogical activity the approach: the competence are allocated according to psychological system of activity. It has allowed to characterise on the basis of results of the psychological analysis of work of the psychologist set special kompetentsy professional work of the psychologist of formation:

? The competence motivirovannogo performance of the psihologo-pedagogical activity, expressed in its dynamics, efficiency and the is personal-semantic importance;

? The competence tselepolaganija (productive and personal), expressed in prognostic images of results of psihologo-pedagogical influence and is personal-significant professional achievements of the psychologist;

? The competence of reflexion of objective and subjective conditions of the activity, expressed in adequate perception, orientation and their research in necessary cases;

? The competence of a subject of the psihologo-pedagogical activity, expressed in exact and full understanding of mentality of the subject in variety of its conditions, experiences, relations;

? The competence of acceptance of the psihologo-pedagogical decisions, expressed in representation that it is necessary to do for achievement of the psihologo-pedagogical purpose;

? The competence of programming of the psihologo-pedagogical activity, expressed in an establishment of an order of achievement of the purpose (when, as, under what conditions, what agents);

? The competence of the organisation of the psihologo-pedagogical activity, expressed in realisation of psychological influence on subjects of educational space of establishment for the purpose of optimisation of their mental functioning, using sample and creative methods (and. The competence of the organisation of conditions of activity;. The competence of realisation of the maintenance of activity; century of the competence of monitoring of results of psihologo-pedagogical activity).

Each of ten kinds kompetentsy is characterised in work as set of 115 signs specifying that knows, is able also what properties the psychologist of formation possesses. 45 experts spent with participation the estimation of levels of development of the allocated signs kompetentsy the psychologist of formation, sufficient and necessary for the graduate of high school and the expert with experience, has allowed to receive expert profiles of readiness and competence which can be surveyed as a basis for educational and professional standards of the psychologist of formation. It is revealed, that the expert profile of readiness reflecting threshold to start independent psihologo-pedagogical activity a level of development kompetentsy, settles down considerably below the expert profile of the competence reflecting a base level of development kompetentsy of the psychologist adapted in a trade of formation. Statistically authentic differences of profiles of readiness and competence are established by means of U-criterion the God-send-uitni on all to ten kinds kompetentsy and to ten groups kompetentsy professional work. Thus, justice of distinction of readiness and competence as interfacing levels of professional development of the expert when readiness characterises result professionalizatsii to the vocational training extremity, and competence – in independent profdejatelnosti has proved to be true.
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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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