University teachers are faced with questions every day, the resolution of which requires turning to the psychology of the educational team. Studying the individual characteristics of students and collective group psychological manifestations, establishing relationships with the educational group, gaining authority in it, involving the public in solving educational problems - all these and many other problems, while not new, remain relevant both in practical and theoretically. Pedagogical activity at a university is live work with students: equipping them with knowledge and skills, forming their beliefs, developing professional qualities, spiritual and physical strength. Naturally, the sphere of constant concern of the teacher is a specific personality, social maturation and the formation of the student as a future specialist. This individual-personal orientation of the teacher is especially necessary in the context of the development of higher education, a course towards strengthening the individual approach to teaching and education.

However, when considering students as active participants in the pedagogical process, it is necessary to remember that they are not isolated subjects, but as individuals always act as representatives of specific groups, bearers of their psychology. They, as members of a team, are connected with their comrades, their actions are largely determined by common positions, opinions, expectations, relationships, traditions, that is, collective psychology. Many pedagogical influences, even knowledge that must be assimilated, before becoming a teaching and educational factor that controls the behavior of the individual, are refracted in the psychology of the collective (group). Therefore, the effectiveness of teaching activities is in certain dependence from collective opinions, relationships in educational groups and other social psychological phenomena. Know these phenomena and dependencies, accurately take them into account in everyday affairs and promising pedagogical endeavors means practically implementing the principle of relying on the team and receiving strong support from the entire student community.

The work of a higher school teacher, if she is psychologically literate, is to study what socio-psychological factors influence the educational process, and, based on this, determine the content and nature of appropriate pedagogical and organizational activities, and implement them taking into account the current psychological situation.

The teacher studies the educational team with clearly defined goals: to find support in its psychology in order to achieve complete and high-quality assimilation of program material by each student and turn the team into a subject of the educational process. By studying the psychology of the team, both the teacher and the head of the educational unit, in essence, constantly evaluate the psychological situation in order to make informed decisions about the content and methods of training, the primary and future goals of education, the style of their behavior and treatment of students. Using appropriate methods, the teacher strives to obtain specific and accurate answers to the following questions.

• 1. What are the individual characteristics of each member of the team (personality orientation, cognitive capabilities and abilities, character, temperament), authority and social activity, intra-collective status and role. Some team members may need closer attention and in-depth study.
• 2. What is the direction of the team: the content of basic spiritual values, interests and needs; the degree of unity of opinions, views, assessments and positions on current issues; the content of goals and collectively made decisions; attitude towards studies and individual academic subjects; attitude towards specific individuals; level of development of the ability to develop collective opinions and decisions.
• 3. What traditions, collective habits, customs and norms of intra-collective behavior prevail in the team?
• 4. What are the relationships in the team: interpersonal connections, microgroups, the basis of their formation and orientation; communication skills and culture; the presence of conflicts, their content and causes.
• 5. What is the level of organization and methods of achieving it in joint actions, the degree of control and discipline of the team.
• 6. What is the state of the team and its dynamics at a certain stage of joint activity in connection with possible and expected events.

Usually, a more detailed and in-depth study of that side of collective psychology that is directly addressed to educational activities is necessary. The information obtained for all these parameters is subject to analysis and generalization. The assessment of the psychological conditions in which pedagogical problems are solved consists of: assessing the qualities of the team, determining the strong and weak links of its psychology, monitoring their changes during the development of the team; assessment of the current state of the team at each training session, the degree of compliance with their educational tasks and organizational forms of study. Based on the content and vital role of collective psychology, we can conclude that the course and results of student learning depend on two complex indicators: collective motivation of educational activities (attitude to learning) and the cognitive power of the team (the level of preparedness, receptivity and consistency of cognitive capabilities within team, interaction skills in joint educational activities, organization and discipline). All these indicators in an established team have a certain stability, and at the same time they change according to the laws of the dynamics of the state of the team.

Educational motivation, that is, the attitude of the team towards learning, individual subjects and types of activities, is characterized by content (positive or negative orientation), strength and intensity. Collective motivation as a socio-psychological phenomenon is characterized by a certain unity, the degree of which increases as the team unites. The motivation to study crystallizes as an indicator of his business maturity, finds its expression in collective opinions and decisions, as well as in the traditions, norms and habits of educational activities.

An important motivational factor for studying is a specific type of collective opinion, which embodies a group assessment of the professional significance of individual academic subjects. The content, objectivity and maturity of this opinion determine the degree of responsibility of students in their studies, the distribution of their efforts and time, and, as a result, the quality of assimilation of educational material, completeness or one-sidedness professional readiness to future activities. Forming a mature public opinion about the role and place of everyone academic subject in the development of a specialist - the goal of the versatile pedagogical work of the teaching staff, all activities for professional guidance and the formation of the professional orientation of students. Sometimes this is due to the subjective preferences of senior students and individual graduates, who, when meeting with younger comrades, frivolously advise them “not to waste time on what is not needed in their future activities.” Therefore, it is necessary to take care of the formation of accurate group assessments so that false views do not take root among students, causing considerable damage to the educational process and the quality of training of specialists.

It is important for the teacher and head of a university department to know the attitude of students to various elements of teaching, forms and methods of teaching and education. What do they value more in the activities of this or that teacher? What are considered signs of pedagogical excellence and deep knowledge of the subject? What do they value as a model and example for themselves?

The cognitive power of the team is determined not only by the individual preparedness and receptivity of the students, but also by the nature of the interaction between them. In a good team, intellectually active, camaraderie students raise the overall cognitive level. They create an atmosphere of struggle for high educational achievements, stimulate the cognitive activity of their comrades, helping them overcome difficulties in their studies. This allows the teacher, when determining the size of the teaching load, to focus on the better prepared, leading part of the team, reasonably relying on intra-collective mutual assistance. The teacher systematically relies in his activities on cognitively active students. He identifies in each group those team members who will become his assistants in his work: he prepares them as experts, consultants, and organizers of learning tasks. We are talking here, essentially, about creating a specific educational asset that strengthens the teacher’s connections with the team and increases the cognitive capabilities of all students. The developed system for the creation and operation of educational assets was, in particular, an integral part of V.A.’s pedagogical practice and theory. Sukhomlinsky.

An important area of ​​pedagogical activity is the study of the individual characteristics of each student’s work in the conditions of lecture and class-group training. It is known that the very fact of the presence of observers significantly influences educational and cognitive activity, activates some and constrains others. There are people who are reluctant to participate in collective and group forms of study; they refrain, in particular, from speaking at seminars or participating in discussions, sometimes explaining this by their character traits. Knowledge of this kind of individual characteristics allows the teacher to more accurately manage communication in a team, carefully restraining those who are overly active and impulsive and awakening mental courage and determination in those who are timid and unsociable.

Of certain importance for the teacher is the idea of ​​the position of each student in his team, the degree of respect and authority that they enjoy. If, say, you need to point out shortcomings in the actions and behavior of a student who has a high intra-collective rating, then this should be done with exceptional reasoning, based on facts that are convincing to everyone. With the slightest tactlessness of the teacher, even objective criticism will not be accepted, moreover, the grounds from which it comes will be questioned. The form of influence on a student whose status in the team is not high enough so as not to complicate the process of his “growing into” the system of relationships requires special thought and psychological justification. In such cases, an individual form of criticism and behavior analysis is preferable.

Knowledge of the considered and other collective-group psychological factors study and personal development gives the teacher the opportunity to work more effectively thanks to a clear coordination of pedagogical activities with the qualities and states of the team, and, consequently, each of the students, a more precise definition of educational goals and ways to achieve them in the existing psychological conditions. Of course, for this it is necessary that the teacher not only knows well the psychology of the team with whom he works, but also has an extensive fund of influences, masters a variety of teaching and educational techniques and, in particular, is not rigidly tied to a single option for conducting a lesson.

The elements of the pedagogical process that a teacher can operate personally, in accordance only with the current psychological situation and guided by considerations of expediency, include: the magnitude of the relative educational load, stimulating influences (methods for managing educational motivation), forms and methods of organizing educational activities. As the restructuring of higher education deepens, the teacher’s rights to creative research and experimentation will undoubtedly expand. Taking these opportunities and prospects into account, we can identify a number of areas for psychological optimization of teaching activities.

First direction- regulation of the educational load according to the cognitive capabilities and level of performance of the team, so as not to artificially inhibit its readiness for a higher rate of assimilation and not to impose unbearable educational work in inappropriate conditions. Second direction- flexible response to motivational processes in order to ensure a responsible attitude and interest in solving the proposed problems, as well as preventing hidden and obvious deformation of educational motives. Third direction- organization of educational work in accordance with the laws of collective activity, every possible increase in the level of collective learning. Fourth direction- stimulation of the collective mechanism of self-organization and maintenance of academic discipline.

The need for operational regulation of the training load is due to the fact that the same tasks are perceived differently in different teams, as well as in the same team, but under different conditions. The teacher must be prepared both for increasing the load and for its systematic reduction, if the intra-collective situation requires it. The productive teaching load can be increased by improving the classroom skills of students, by increasing their intra-collective responsibility for the quality of preparation for seminars and practical classes, as well as by using new, progressive teaching methods.

Experienced teachers achieve a lot by influencing collective motives for learning. An important way to enhance motivation is to create a high standard of educational achievements in the team. This is a special socio-psychological phenomenon, a special atmosphere of a team, in which significant individual academic performance becomes a necessary condition for gaining authority and respect from comrades. Only with a high standard of achievement is a student inclined to view his studies as a way of self-affirmation and winning fellow recognition. A business-oriented, learning-oriented team climate is created by giving individual learning results social significance. It is necessary that the team be involved in what each student does in their studies, be involved in evaluating his work, and develop the ability to rejoice in the successes and achievements of his comrades.

Maintaining learning motivation involves using the patterns of collective mood dynamics. The emotional coloring of the material being studied, the development of a personal attitude towards knowledge, the influence of an example of one’s own passion for the subject, reliance on the internal emotional centers of the educational team - good ways development and consolidation of interest in learning. The entire atmosphere of the team should be focused on educational and cognitive goals, permeated with the cult of knowledge and professionalism.

An important reserve for increasing the quality of the educational process is the organization of studies in accordance with the inherent tendency of the team to act as a single whole. Students work more creatively in the classroom if they solve a common educational problem, look for a path to the same goal, come into contact with each other, exchange the results obtained, use them to take the next step in knowledge, freely submit to the spirit of healthy competitiveness. Traditional forms of educational work at a high collective level are seminars, discussions, practical classes and various didactic games. They promote mutual learning in many ways. Students perform in various roles, reveal their abilities more fully, act more actively and with a greater sense of responsibility. However, these classes do not yet cover the entire educational process. They are practiced at that relatively late stage of learning, when individually accumulated knowledge is exchanged and applied together.

In the practice of innovative teachers, forms of collective learning are increasingly encountered, consisting not only in the exchange of knowledge, but also in its acquisition. Educational work in small groups, quickly created to jointly search for an answer to a difficult question, solving an educational problem using a method similar to the so-called brainstorming, creating competitive situations, distributing educational work between individual members of the team with the expectation of the subsequent integration of separately obtained knowledge - all these are specific ways to increase the level of collectivity in educational activities.

The organization of mutual assistance gives a high degree of collectivity to learning. It is important not only in critical situations, when one or another student, feeling that he has reached a dead end, loses heart and refuses further attempts to understand a difficult issue. The principle of mutual assistance is often used as the basis for systematically organized group forms of training. In these cases, individual students prepare in advance to act in the next lesson as a teaching assistant.

The general socio-psychological prerequisite for introducing the principle of collectivism into educational work is good, morally mature, emotionally warm interpersonal relationships among students. Conflicts, mutual grievances, antipathy, selfishness, the desire to take advantage of the results of a friend’s work and other negative phenomena interfere with collective learning activities and constrain communication and interaction in the classroom.

A necessary prerequisite for achieving educational goals, as is known, is high academic discipline. Its approval is one of the primary tasks in the system of training and education at the university. Discipline is a clear statutory rhythm, the absence of internal failures in the functioning of a complex planning mechanism, logistics and directly in educational work. Discipline at a university requires complete concentration on educational activities and the exclusion of any interruptions or distractions from it. It is ensured by the organizational activities of managers, teachers and all students. A significant share of responsibility for the state of discipline falls on the teams of study groups. In their collective-group psychology, specific mechanisms of self-regulation, maintaining order and organization of joint actions, as well as individual behavior, must be formed.

All students are involved in the process of maintaining discipline within the team, but the greatest burden falls on those members of the team who, due to their intra-collective position, are obliged and able to solve these problems. A powerful source of discipline for the team is its clear position on the entire range of issues related to maintaining the established order, brought to specific norms of behavior and traditions. The strength of intracollective norms lies in their inseparability from collective and individual consciousness, as a result of which they are observed as personal principles and beliefs. Correctly constructed relationships stabilize discipline. The order also depends on the mood of the team. Both excessive excitement and apathy, despondency, and indifference to everything have a detrimental effect on his organization.

The teacher’s reliance on the team in maintaining discipline is to enable students to cope with emerging incorrect behavior themselves. The main means of maintaining high discipline are the clear organization of all elements of the educational lesson, an example of the teacher’s personal organization, his management and exactingness, the ability to promptly notice an impending failure in the normative behavior of students and in the mechanisms of collective self-regulation.

Thus, the effectiveness of teaching and educating students is determined by the teacher’s ability to take into account in his actions the socio-psychological characteristics of educational groups, their current states. In the structure of pedagogical mastery, a significant place is occupied by knowledge of the psychology of the educational team, the skills of studying and assessing its states, as well as the psychological justification of the actions taken during training and education. All this assumes that the teacher pays great attention to the life and activities of the team of students, actively participates in its work, and provides the necessary assistance in resolving intra-collective problems and difficulties. Only on such a basis is it possible to have a truly scientific, deep knowledge of the psychology of the team and the ability to take it into account in the training and education of future highly qualified specialists.

Domestic and international experience shows that teaching psychology is carried out by both psychologists and teachers. In the first case, the task of pedagogical training of psychologists becomes urgent, and in the second - the psychological training of teachers. The obvious advantage of a psychologist is his deep knowledge of the subject, but he sometimes lacks pedagogical and methodological preparedness for teaching. A teacher does not have as deep a knowledge of psychology as a psychologist, but he has an obvious advantage in terms of methodological preparedness; he knows how to pedagogically competently select educational material and teach it to students. Thus, it is impossible to give a definite answer to the above question “who is better...?” Both psychologists and teachers have the right to teach psychology, but it is important that the psychologist is pedagogically educated, and the teacher is psychologically educated. Therefore, it is necessary to pay attention to the study by psychologists of pedagogical disciplines that are important for successful teaching. For a university, first of all, scientific qualifications are important, and for schools, pedagogical qualifications are important.. In any case, specialists with appropriate education and scientific and pedagogical qualifications are allowed to teach.

*** Specialists with appropriate education and scientific and pedagogical qualifications are allowed to teach. Must have basic psychological education, a candidate or doctorate degree, as well as practical psychologists.***

Teaching psychology at university is carried out primarily by specialists with basic psychological education and certified specialists who have an academic degree of candidate or doctor of psychological sciences, as well as practical psychologists with the highest professional qualifications. Employees occupying the following teaching positions are directly involved in the learning process: Dean of the Faculty, Head of the Department, Professor, Associate Professor, Senior Lecturer, Lecturer, Assistant. The procedure for filling positions of scientific and pedagogical workers at the university Russian Federation is regulated by the relevant regulations (Regulations on the procedure for filling positions..., 2003).

Replacement of teaching staff positions at the university is carried out on the basis of competitive selection, as a result of which An employment agreement (contract) is concluded with the employee for a period of up to 5 years.. Discussion and competitive selection of applicants for teaching positions takes place at the academic council of the university, faculty, or branch of the university. Previously, candidates for teaching positions are discussed at a meeting of the relevant department, and the department’s recommendations for each candidate are brought to the attention of the academic council of the university (faculty). The department has the right to invite applicants to give trial lectures or conduct other training sessions and, based on their results, accept recommendations (Regulations on the procedure for filling positions..., 2003). The rights and responsibilities of university research and teaching staff are determined by the Law “On Higher and Postgraduate Professional Education” (On Higher and Postgraduate Professional Education..., 2000).

The professional qualifications of scientific and pedagogical workers of universities are determined by the following criteria:

1) basic higher education;

2) scientific degree of candidate of sciences;

3) scientific degree of Doctor of Science;

4) academic title of associate professor;

5) academic title of professor;

6) scientific work reflected in the quantity and quality of scientific publications;

7) pedagogical work, reflected in the quantity and quality of educational publications.

To teach psychology in universities, it is important to have a basic psychological education, which determines the content and level of professional training of the teacher. The academic degree of a candidate or doctor of science determines the degree of scientific qualification of the teacher. They are awarded on the basis of the Regulations on the procedure for awarding academic degrees, approved by the Decree of the Government of the Russian Federation (Regulations..., 2002).

Academic degree of KPN assigned to psychologists who have confirmed their scientific and pedagogical qualifications in the form of successfully passing candidate exams in philosophy, a foreign language and a scientific specialty, as well as successfully defending a dissertation for an academic degree in a given scientific specialty. A dissertation for the scientific degree of Candidate of Sciences must be a scientific-qualifying work that contains the solution to a problem that is of significant importance for the relevant field of knowledge.

Academic degree of DPN is the highest scientific qualification. There is no specific training required to obtain this degree. The applicant must prepare and defend a dissertation for the degree of Doctor of Psychology in the relevant scientific specialty (general psychology, personality psychology, educational psychology, etc.). This dissertation must be a scientific-qualifying work in which, based on the research performed by the author, developed theoretical principles, the totality of which can be qualified as a new major scientific achievement, or a major scientific problem has been solved. A doctoral dissertation usually reflects the broad research experience of a specialist in the study of a new area psychological science, received by the applicant personally (or as a leader research group). The award of an academic degree is approved by the Higher Attestation Commission of the Russian Federation.

In addition to academic degrees to assess the level of qualifications professional psychologists in the scientific and pedagogical field there is a system of academic titles . Psychologists working in scientific or higher educational institutions may be awarded the academic titles of associate professor and professor. The nomination of scientific and pedagogical workers to academic titles is carried out by the academic councils of universities on the recommendation of departments and faculties on the basis of a comprehensive and objective identification of their professional level and pedagogical qualities.

The procedure for certification of scientific and pedagogical workers associated with the assignment of academic titles of professor in the department and associate professor in the department is regulated by the relevant document (Certification Procedure..., 2002).

The academic title of associate professor is assigned to a person who, as a rule, has an academic degree of candidate of sciences, leading teaching, scientific and methodological work in higher education institutions.

The academic title of professor is awarded to a person who, as a rule, has an academic degree of Doctor of Science, conducting teaching, scientific and methodological work in the field of higher and postgraduate professional education.

In the field of practical psychology there is also a level assessment system professional qualifications. It includes the second, first and highest qualification categories, which are assigned to a specialist depending on work experience and professional skills.

Advanced training of scientific and pedagogical workers is carried out at least once every 5 years in educational institutions of the system of advanced training and professional retraining of personnel, in higher educational institutions, in leading Russian and foreign scientific and production organizations by:

Internships;

Preparation and defense of dissertations;

Participation in seminars;

Using other types and forms of advanced training (Model regulations on an educational institution of higher professional education, 2001, p. 71).

Municipal educational budgetary institution

Average secondary school №

PEDAGOGICAL COUNCIL

Speech on the topic:

Prepared by: M. V. Bajurak

educational psychologist

Orenburg

Augustow Pedagogical Council

Speech on the topic:

« Psychological foundations teacher development

as a subject of professionalization"

I . The ongoing sociocultural, political and economic changes in our country affect all spheres of society and each individual person. The area of ​​professionalization is no exception. The norms of many types of activities are being restructured, new professions are emerging, the relationship between vocational education and professional work is changing, and new requirements for a professional are being formed. The process of professionalization ceases to be a strictly socially normed process and requires modern man extensive work on constant self-determination and building oneself as a professional.

As a result of the analysis of philosophical, methodological and psychological ideas about the process of professionalization, two different approaches to determining its essence can be distinguished. The first approach is associated with the development and self-development of the individual, and the second - with the “fitting” of a person into one or another system of professional activity or, in other words, “mastering” or “appropriating” a given system of activity.

Then, the main problem of the process of professionalization can be formulated as a contradiction between the system of changing and emerging professional activities and the individual development of each individual person, his formation as a subject.

Thus, in studies of the process of professionalization carried out within the framework of psychological science, the question arises about human development in the process of professionalization. Otherwise, research into the process of professional development comes down to studying the “fitting” of the individual into the system of activity.

In most studies, a person’s professional development is considered as a process of specialist training. Abilities and skills are formed, knowledge is transferred, and complexes of professionally important qualities are formed. Self-activity, self-development of a person as a subject, declared as the most important ontological and methodological principle, is relegated to the background. In general theoretical, philosophical terms, a person has always been considered not as an object, but as a subject of activity, as an actively active, creative being. But in most specific psychological studies this attitude remains declarative. Factors that determine human character and behavior and psychological mechanisms, through which the individual acquires different influences and social norms are examined more than one’s own creative activity, self-awareness and the process of personal fulfillment.

An approach to the process of becoming a professional, based on different categorical bases, can be illustrated on the basis of the phenomenological distinction between the concepts of “specialist” and “professional” (V.I. Slobodchikov, 1994).

A specialist is a trained person with certain professional knowledge, skills and abilities. The process of its preparation and formation represents the formation of a complex of professionally important qualities. This interpretation of the concept of “specialist” sets a certain structure for his actions - the reproduction of acquired and assigned skills and methods of performing activities in any situation.

A professional is a characteristic of a person, expressed in his ability to go beyond his own activities for its analysis, evaluation and subsequent organization. The leading concepts for characterizing a person as a professional are “reflection” and “an active mode of existence” (N.G. Alekseev, 1987; V.V. Davydov, 1986; S.L. Rubinstein, 1973; V.I. Slobodchikov, 1994 ). A professional independently, focusing on existing cultural patterns and norms, creates his own activities and himself as a professional. Important characteristics of a professional are awareness of the limitations of one’s own activities and maintaining them in a variety of sociocultural situations. A professional is the result of a person’s self-activity. Therefore, when designing the process of professionalization, we can talk not about its preparation, but rather about the creation of a professional and educational environment as the basis for human life.

The study of the process of professionalization as a person’s self-development throughout life, within the framework of which his formation takes place, makes the questions relevant for modern psychology: is a person capable of being a subject of his life in the world, including in the world of professions, namely, free, purposeful, holistic, a developing creature; in what empirical forms is it found; How is this process managed?

Practical significance. Based on the results of the study, a system of psychological support for the professionalization of teachers has been developed. This system includes specific methods, techniques and technologies for activating the process of professional development at its different stages.

Of direct practical importance are the programs and methods prepared on the basis of the research results: certification of teaching staff (1994), monitoring the professional development of a specialist (1996), strategies and techniques for professional self-preservation (1997), formation of autopsychological competence of a teacher (1999). .) and psychological support of vocational pedagogical education (1999).

1. The professionalization of a teacher has a complex, contradictory, ambiguously determined, clearly staged character.

2. Pedagogical activity is a holistic and developing psychological reality; designing one's own activities and oneself as a professional is the main mechanism of professionalization.

3. The process of professionalization is influenced by:

psychological readiness for teaching activity as a factor of successful adaptation;

the formation of professional self-awareness and its changes;

autopsychological competence as a property that initiates self-development;

contradictory trends in professional development - crises of professional development.

4. The need for psychological support in the process of becoming a teacher and his strategy.

Periodization of professional development based on human ontogenetic development

Authors of the approaches

Grounds (criteria) for periodizing professional development

Stages (periods, phases) of professional development

V. B. Bunak, 1965

Development of mental processes

Stage 1 Progressive Age limit – 20–21 years

Stage 2 Stable

3rd stage Regressive

Age limit: 40–55 years

B. G. Ananyev, 1972

Psychophysiological and social-psychological characteristics individual development

Stages of a mature person

1st period 2nd period

Age limit: 32–35 years

V. F. Morgun, 1981

Age

Heyday (33–40 years) High performance, dedication, productive creativity

Maturity period (40–55 years) Top life path, the pinnacle of skill

E. I. Stepanova, 1986

Development of psychophysiological functions

1st phase

Functional

progress

2nd phase Specialization

Age limit – stage of middle maturity

professionalization is one of the central processes of human development, aimed not so much at mastering a fixed volume of professional actions, but at transforming the subject of activity;

a change in an object determines the genesis of activity;

the teacher as a subject of professionalization has a subjective potential, which is determined by individual characteristics and is transformed in accordance with the nature and characteristics of professionalization, ensuring the achievement of its productivity;

crises of professional development are characterized by the dynamics of determining factors, changes in the structure of the subject and strategies for overcoming them in the course of professionalization;

psychological support is a factor in enhancing the professional self-development of a teacher.

CONCLUSION:In our opinion, the “litmus” of subjectivity is its manifestation in activity, namely, in the independent and conscious construction of prospects for one’s development in a certain work activity and in life in general, in independent monitoring of one’s activities, finding its meanings and searching for ways to improve oneself.

window.edu.ru/resource/919/79919/files/Vygoranie_i_professionalizatsia_2013.pdf

II . PSYCHOLOGY OF PROFESSIONAL SUITABILITY

“Professional suitability” inherently reflects both the various individual characteristics of a person necessary for the successful performance of work (educational) activities, his suitability for a specific activity, and the characteristics of the object of work (content, means, conditions, organization of activities) in terms of their compliance the capabilities of a person (or a professional set of persons), that is, the suitability of work for a person.

Professional suitability is a property of the metasystem “person-profession” (“person-activity”, “subject-object”), in which the properties of a person are manifested, acquired by him in connection with the realization of himself in activity (along with the properties of efficiency, reliability, readiness for work etc.), and the property of the activity, which reflects in its content, means and conditions the structural and functional characteristics of the human body and psyche (for example, ergonomic properties of equipment, workplace, training system, etc.). Here, a person’s professional suitability will be considered as his specific property.

The essence of the category of professional suitability lies in

what it reflects:

choosing the type of activity (profession) that most fully corresponds to the inclinations and abilities of a particular person;

satisfaction of interest in the chosen profession and satisfaction with the process and results of specific work;

a measure of assessing the effectiveness, reliability, safety of performing labor functions,

individual measure of labor productivity;

one of the manifestations of social (professional) self-determination of an individual, his self-affirmation, self-realization, self-improvement in work;

development of the “I-concept”, the emergence and formation of the image of “I

–professional” and the desire of the subject of activity to achieve the standard model of a professional.

The importance of professional suitability, determination of its level and active formation follow from what was said by K.M. Gurevich states: “Every person, in principle, can master any profession (or almost any), but the whole point is how much effort and time it will take.

Professional suitability is also determined by the level of a person’s satisfaction with the process and results of his work. In modern society, a person’s satisfaction with his profession depends not only on the labor process itself, but also on factors external to it, but very significant ones. These include operating conditions, socio-psychological characteristics of the team, the level of material support, the prestige of the profession, etc. The possibilities of self-affirmation, self-esteem and self-improvement of a person are also important for the formation of a sense of satisfaction with work.

Property of professional suitability should be considered in two aspects: firstly

first, as a set of initial individual qualities of a person that predetermine the success of developing suitability for a specific activity (or class of activities), and, secondly, as a system of available, formed and interrelated qualities of the subject of activity (professional, psychological, etc.), ensuring effective implementation specific professional tasks.

A person’s professional effectiveness and reliability, and labor safety are largely determined by the state of his individual psychological qualities and functions, the degree to which a person’s characteristics are taken into account at all stages of design, creation and implementation of work activity.

If a person does not know about the features of the psychological development of professionalization, then he is faced with such a concept as: “ Emotional burnout»

Professional burnout is a set of negative experiences associated with work, the team and the entire organization as a whole. One of the types. It often manifests itself in specialists who are forced to communicate closely with people while performing their duties. Signs of professional burnout: 1) a feeling of indifference, emotional exhaustion, exhaustion (a person cannot devote himself to work as he did before); 2) dehumanization (development negative attitude to your colleagues and clients); 3) negative professional self-perception - a feeling of one’s own incompetence, lack of professional skill.

Patience is one of the components of a healthy personality!

Now we will check how patient you are too?

Patience Self-Assessment Questionnaire

The technique was developed and described by E.P. Ilyin and E.K. Feshenko and is intended for self-diagnosis of patience.

Instructions

To work with this technique (to record the results), you will need a blank piece of paper and a pencil (pen). On a piece of paper, write down the question numbers from 1 to 18. Answer whether you agree with the proposed statements. If you agree, then put a “+” sign on the piece of paper next to the question number; if you disagree, put a “–” sign.

Questionnaire text

If I get tired while doing difficult work, I immediately quit it.

I don't have the patience to read a boring story to the end.

I really don’t like standing in long lines and often leave them before finishing.

I can endure pain for a long time, for example, when a tooth hurts.

I can usually tolerate thirst for a long time.

I would not be able to withstand a long hunger strike, for example, to lose weight or recover from an illness.

When I get tired in physical education class, I quickly stop doing the exercises.

I rarely quit boring work without finishing it.

Usually it’s hard for me to force myself to work “through I can’t.”

I don't quit work halfway, despite the fatigue.

I like the kind of physical work in which I have to push myself to complete the task.

I can confidently say that I am patient.

Despite the fatigue, I try my best to maintain a high pace while running.

It irritates me when I have to wait a long time for transport at a bus stop, even when I'm not in a hurry.

I'm impatient with pain.

I act on the principle: “I’ve taken the tug, don’t say it’s not strong,”

I don’t believe that “patience and work will grind everything out”; you need to work smartly, and not overwork.

Processing and interpretation of results

For all answers “Yes” (sign “+”) for positions: 4, 5, 8, 10, 11 12, 13, 16, 17 and all answers “No” (sign “–”) for positions: 1, 2, 3, 6, 7, 9, 14, 15, 18 are awarded one point.

Then the total (all answers together) points are calculated.

If you typed:

up to 6 points inclusive – then your patience is low. You are an impatient person; for you, waiting means suffering. However, remember what the popular wisdom says: “Patience and work will grind everything down.”

7–11 points – then your patience is average. You easily adapt to business and communication, but do not forget that the work you start must always be completed.

12 points or more – then your patience is high. You are a patient person, however, you should not waste your energy in vain.

Test "Self-characteristics"

(Study by the manager of the employee’s attitude towards himself)

The technique allows us to identify the current relationship of the subordinate to himself and to significant others (to to the immediate supervisor, to surrounding work colleagues, to family and friends, etc.).

Procedure. The subordinate is given the task: within 7 minutes, write 20 sentences that begin with the pronoun “I”. Such a strict time parameter is necessary to obtain spontaneous answers when there is not enough time to find socially acceptable answers.

Head teacher _______________

Educational psychologist M. V. Bajurak

Submitting your good work to the knowledge base is easy. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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MINISTRY OF AGRICULTURE

RUSSIAN FEDERATION

Federal State Budgetary Educational Institution of Higher Professional Education

"VORONEZH STATE AGRICULTURAL UNIVERSITY NAMED AFTER EMPEROR PETER I"

Faculty of Humanities and Law

Department of Pedagogy and Socio-Political Sciences

PSYCHOLOGY OF PROFESSIONAL EDUCATION

Textbook for students of higher educational institutions

UDC 159.9:378(075)

BBK 88:74.58я7

Compiled by: Altukhova E.V., Vasilenko O.V.

The textbook “Psychology of Vocational Education” was prepared under the general editorship of Doctor of Historical Sciences, Professor, Head of the Department of Pedagogy and Social and Political Sciences of VSAU V.N. Plaksina; scientific editor - Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Social and Political Sciences of VSAU G.M. Shcheveleva.

Reviewers:

Candidate of Psychological Sciences, Associate Professor of the Department of Personnel Management of the ANO IOC IMMiF E. G. Kazmina

candidate philosophical sciences, Associate Professor of the Department of Philosophy of the Federal State Educational Institution of Higher Professional Education VSAU named after Emperor Peter I V.D. Sitnikova

A textbook for studying the discipline “Psychology of Vocational Education” for full-time and part-time students has been reviewed and recommended for publication:

At a meeting of the Department of Pedagogy and Social and Political Sciences of Voronezh State Agrarian University (minutes No. 9 of May 12, 2012);

At a meeting of the methodological commission of the Faculty of Humanities and Law of Voronezh State Agrarian University (minutes No. dated 2012)

Altukhova E.V., Vasilenko O.V.

Psychology of vocational education: textbook. - Voronezh: Federal State Budgetary Educational Institution of Higher Professional Education VSAU, 2012. - 108 p.

The textbook meets the requirements of the State Educational Standard of Higher Professional Education Federal State Educational Standard-3 and was prepared in accordance with the program of the discipline “Psychology of Vocational Education”.

As part of the study of the discipline “Psychology of Vocational Education”, issues of personality phenomenology are considered; person-oriented professional education; psychology of vocational training, education and development; psychology of activity and personality of a teacher. Recommended for publication by the Editorial and Publishing Council of the Voronezh State Agrarian University named after Emperor Peter I.

© Altukhova E.V., Vasilenko O.V., 2012.

© Voronezh, “FSBEI HPE VSAU”, 2012.

Introduction

Topic 4. Age-related characteristics of personality development

Topic 5. Professional formation and personal development

Chapter 3. Psychological and pedagogical foundations of vocational education

Topic 6. Problem field of psychology of vocational education

Topic 7. Personality-oriented professional education

Topic 8. Psychology of vocational training, education and development

Topic 9. Psychological characteristics postgraduate education

Chapter 4. Psychology of activity and personality of a vocational education teacher

Topic 10. Teacher as a subject of professionalization

Topic 11. Psychological features of vocational education in a technical university

Explanatory dictionary of terms (glossary)

References

Introduction

psychology professional education

Dear students! “Psychology of vocational education” is one of the important academic disciplines in the system of higher professional education. Full assimilation and deep understanding of the content of the course in the psychology of vocational education is a necessary condition for the formation and improvement of the future higher school teacher, his achievement of peaks in professional development, as well as the humanization of this development.

training, education and development, as well as age characteristics of subjects of vocational education.

At the beginning of each topic teaching aid“Psychology of Vocational Education” contains didactic units that allow not only to quickly determine its content, but also to focus on the most important and significant.

Within the framework of the psychology of vocational education, the fundamentals of the psychology of vocational education are considered: its formation, subject, objectives, course structure, methodology and research methods; age characteristics of subjects of vocational education: periodization of personality development, age characteristics of a person; psychological foundations of vocational education: personality-oriented education, postgraduate education, social and professional education, educationally oriented professionography; psychology of activity and personality of a vocational education teacher: teacher as a subject of professionalization, personality-oriented pedagogical communication.

For all questions that arise in the process of studying the discipline, the student has the right to contact the teacher leading the course of lectures or seminars. And also to the department of pedagogy and socio-political sciences to the teacher on duty (the schedule of duty and consultations of teachers can be found at the department of pedagogy and socio-political sciences (office 177-a of the main building of VSAU).

Chapter 1. Introduction to the psychology of vocational education

Topic 1. Formation of psychology of vocational education

Psychology of vocational education is a new branch of domestic psychology. Subject, object and objectives of the discipline. The place of psychology of vocational education in the system of psychological sciences. History of the development of psychology. Basic key concepts of the psychology of vocational education. Psychology of vocational education as a science and academic discipline.

The psychology of vocational education studies the phenomenology of personality formation, the psychological patterns of professional

training, education and development, as well as age characteristics of subjects

vocational education.

Professional development can be briefly defined as the “shaping” of a personality adequate to activity. The pace and trajectory of this process are determined by biological and social factors, the individual’s own activity, as well as random circumstances, vital events and professionally caused incidents.

At different stages of a person’s professional development,

psychologically determined problematic educational situations.

Optional (14-16 years old). During this period, professional intentions are formed in educational and professional activities, the choice of a vocational and educational field, admission to a vocational educational institution or receiving professional training. Problematic educational situations that help form professional intentions: psychological and pedagogical technologies of professional self-determination; diagnostics of professional interests, inclinations and abilities; organization of preparatory courses, entrance and competitive tests.

Vocational education and training (14-23 years). There is a formation of educational and professional motives, social and professional knowledge, skills and abilities, mastery of methods for solving typical professionally significant tasks and assignments, development of readiness for independent work and employment. Problematic educational situations that help vocational education and training: psychology of educational and professional motivation; personality-oriented content and technologies of professional training, education and development; monitoring of professional development; formation of basic competencies, key competencies and meta-professional qualities in trainees; psychological preparation to finding your place in the world of professions.

Professional adaptation (18-25 years old). This period is characterized by: gaining experience in independently performing normatively approved professional activities, mastering a new socio-professional role and norms of professional behavior in a team. Problematic educational situations that ensure professional adaptation: ensuring professional socialization, professional self-determination in the workplace, supervision, formation psychological system activities and professional development.

Professionalization (25-33 years). Highly qualified performance of professional activities and an individual style of its implementation based on formed ensembles of professionally important qualities and abilities. Problematic educational situations that help this process: continuous improvement of qualifications and professional competence, ensuring competitiveness through self-education and self-development, development of key qualifications and professional mobility.

Professional skills (33-55 years old). Peak achievements in professional activity, self-affirmation in the professional community, creative work style. Problematic educational situations that improve professional skills: comprehensive actualization of professional and psychological potential, stimulation of self-actualization and excess professional activity, creation of conditions for full self-realization in professional work.

Subject, object and objectives of the discipline.

The psychology of vocational education as an interdisciplinary branch of scientific knowledge is closely related to general, pedagogical and age

psychology, labor psychology, occupational psychology, acmeology, and at the same time it is an independent branch of applied psychology, as well as an academic discipline.

As a rule, each scientific discipline has a corresponding academic subject. Significant differences between science and an educational subject lie in the goals, subject, methods, and objectives.

The object of psychology of vocational education as a science is the system of vocational education, training and advanced training.

The object of psychology of vocational education as an academic discipline is a person at different stages of ontogenesis.

The subject of psychology of vocational education as a science is the vocational educational process.

The subject of psychology of vocational education as an academic discipline is professional development of the individual.

The tasks of psychology of vocational education as a science are the construction of a psychological concept of vocational education; disclosure of mechanisms and patterns of professional development of personality; determination of mechanisms and patterns of vocational education; forecasting the development of vocational education; psychological patterns of activity and personality of training personnel.

The tasks of the psychology of vocational education as an academic discipline are the selection of educational content and design curricula and programs; determining the strategy and tactics for implementing the academic discipline; selection of adequate psychodiagnostic tools; forecasting the professional development of students; development of a management system for the professional development of individuals.

The place of psychology of vocational education in the system of psychological sciences.

The problem of classification of psychological sciences was specifically studied by K.K. Platonov. He represents the differentiation of psychological sciences in the form of a tree.

Tree roots - philosophical problems of psychology. This suggests

what is psychology for a long time developed within the framework of philosophy, and its separation into an independent science could not mean complete autonomy.

Tree trunk - general psychology, studying cognitive and practical activity, developing problems of methodology and history of psychology, theory and methods of researching the most general laws of the emergence, development and existence of mental phenomena.

The most powerful branches of the trunk are zoopsychology, differential psychology, and social psychology.

Other branches are applied psychological sciences: developmental psychology, organizational psychology, labor psychology, educational psychology, sports psychology, military, legal psychology, etc.

K.K. Platonov especially singled out among the applied branches of psychology at the intersection of labor psychology and educational psychology the psychology of vocational education, the subject of which, in his opinion, is labor training and education.

History of the development of psychology.

Psychology has come a long way in development, the understanding of its object, subject and goals has changed.

The main stages in the development of psychology as a science.

Stage I - psychology as the science of the soul. This definition was given more than 2 thousand years ago. They then tried to explain all the incomprehensible phenomena in human life by the presence of a soul.

Stage II - psychology as the science of consciousness. Began in the 17th century in connection with the development of natural sciences. The ability to think, feel, desire is called consciousness. The main method of study was a person's observation of himself and the description of facts.

Stage III - psychology as a science of behavior. Appears in the 20th century. The task of such psychology is to set up experiments and observe what can be directly seen - human behavior, actions, reactions (the motives causing the actions were not taken into account).

Stage I: The first ideas about the psyche were associated with animism (from the Latin anima - spirit, soul) - the most ancient views, according to which everything that exists in the world has a soul. The soul is an entity independent of the body that controls all living and inanimate objects. Later, the materialistic views of the ancient philosophers Democritus, Lucretius, and Epicurus appeared. They understood the human soul as a type of matter, as a bodily formation consisting of spherical, small, mobile particles.

The ancient Greek idealist philosopher Plato divided the soul into reason, courage (will), and desires (motivation). Reason is located in the head, courage in the chest, lust in the abdominal cavity. The soul inhabits the human body and guides it throughout his life. After death he leaves him and enters some divine world. Depending on what kind of life a person led, after his death the soul will face a different fate: it will wander near the earth, burdened with bodily elements, or it will fly away from the Earth into an ideal world.

Aristotle defined psychology as a field of knowledge and put forward the idea of ​​​​the inseparability of the soul and the living body. The main function of the soul is the realization of the biological existence of the organism. The driving force of human behavior is aspiration (internal activity of the body) associated with a feeling of pleasure or displeasure. The primary cognitive ability - sensation - takes the forms of sensory objects (as wax takes the imprint-shape of the object). Sensations leave a trace in the form of ideas - images of those objects that affected the senses.

So, at stage I, psychology acted as a science about the soul. The soul was considered a divine, supernatural principle; the study of mental life should be subject to the laws of theology. Human judgment can only be outer side soul, which is turned to the material world. The sacraments of the soul are accessible only in a religious, mystical sense.

At stage II, a new era in development begins psychological knowledge. In connection with the development of natural sciences, the laws of human consciousness began to be studied using experimental (experimental) methods. The ability to think and feel is called consciousness. Psychology began to develop as a science of consciousness. Attempts are being made to comprehend the spiritual world of man, and from philosophical, speculative attempts. Descartes talks about the difference between the soul and his body. Descartes' famous phrase: “I think, which means I exist!” became the basis of a postulate that asserted that a person, first of all, discovers his consciousness in himself.

An attempt to reunite the body and soul of man was made by the Dutch philosopher Spinoza. He believed that the soul and body have a material nature. Thinking is a property of matter and manifests itself in the form of intellect and will.

The German philosopher Leibniz rejected the equality of psyche and consciousness according to Descartes. Introduced the concept of conscious desires and passions.

Psychology became an independent science in the 2nd half of the 19th century. It was associated with the creation of special research laboratories and institutes, departments in universities. The world's first experimental psychological laboratory was opened in Leipzig by W. Wundt in 1879. In 1885, V.M. Bekhterev organized a similar laboratory in Russia. Wundt considered individual impressions or sensations to be the simplest elements of consciousness. Sensations are objective elements of consciousness. There are also subjective elements - feelings. He proposed 3 pairs of subjective elements: pleasure-displeasure, excitement-calm, tension-release. From their combinations all human feelings are formed, for example, joy is pleasure and excitement, hope is pleasure and tension, fear is displeasure and tension. But this idea turned out to be limited: complex conditions consciousness it was impossible to collect simple elements. Therefore to beginning of III stage, by the 20th year. XX century this theory ceased to exist.

At stage III, a number of new approaches emerged.

Functionalist approach. American philosopher W. James proposed studying the functions of consciousness and its role in human survival. The role of consciousness is to enable a person to adapt to various situations either repeating already developed forms of behavior, or changing them depending on circumstances, or mastering new actions. I.M. is considered the founder of Russian psychology. Sechenov. For him, all psychological processes acquire a physiological interpretation. Reflexes originate in external influences and continue with the central nervous activity and end with response activity - movement, action, speech. I.P. Pavlov studied conditioned reflex connections in the activity of the body.

Gestalt psychology originated in Germany. A program was put forward for studying the psyche from the point of view of holistic structures - gestalts (from German “form”). Gestalt psychology develops the concept of psychological image, uses systematic approach to mental phenomena.

At the beginning of the 20th century, the direction of psychoanalysis or Freudianism arose. Z. Freud introduced a number of important topics: unconscious motivation, protective mechanisms of the psyche, the role of sexuality in it, the influence of childhood mental trauma on behavior in adulthood. Later, his students came to the conclusion that it is not sexual desires, but a feeling of inferiority and the need to compensate for this defect, the collective universal human experience, that determines the mental development of the individual (A. Adler, K. Jung). Unconscious ideas hardly pass into consciousness, practically remaining unconscious. Consciousness resists them, i.e. a person does not let the whole truth about himself into his consciousness. Unconscious ideas penetrate into a person’s conscious life, taking on a distorted or symbolic form (3 forms of manifestation of the unconscious - dreams, erroneous actions - slips of the tongue, slips of the tongue, forgetting things, neurotic symptoms).

Humanistic psychology considers the healthy creative personality of a person to be the subject of psychological research (G. Allport, G. Murphy. K. Rogers, A. Maslow). The goal of the individual is self-realization, self-actualization, growth of the constructive principle of the human “I”. A person is open to the world, has the potential for continuous development and self-realization. Love, creativity, growth, highest values, the meaning of life - these and related concepts characterize the basic needs of a person. In the absence or loss of interest in life, a person experiences boredom, indulges in vice, and is struck by severe failures.

A branch of humanistic psychology is spiritual, Christian psychology. Spirit is the power of self-determination for the better. Spirituality gives a person access to love, conscience, and a sense of duty. Helps a person overcome the crisis of the illusory nature of his existence.

Interactive psychology views man as a being main characteristic which is communication, interaction between people.

A significant contribution to the development of modern psychology of the 20th century was made by L.S. Vygotsky, A.N. Leontyev, A.R. Luria, P. Ya Galperin.

L.S. Vygotsky introduced the concept of higher mental functions (thinking in concepts, rational speech, logical memory, voluntary attention) as specifically human. These functions first exist as forms of external activity and later relate to internal processes. They come from forms of verbal communication between people. It determines human behavior more than surrounding nature. Higher mental functions develop during the learning process, i.e. in the process of joint activity of a child and an adult, a student and a teacher.

A.N. Leontyev revealed the mechanism of formation of higher mental functions.

A.R. Luria studied the problems of cerebral localization of higher mental functions and their disorders, and was one of the founders of neuropsychology.

P.Ya. Halperin considered mental processes from perception to thinking) as the orienting activity of a person in problem situations. He is the author of the concept of the gradual formation of mental actions (images, concepts). Its practical implementation makes it possible to increase the effectiveness of training.

Basic key concepts of psychology of vocational education

Qualification - the degree and type of professional training of an employee, the presence of knowledge, abilities and skills, as well as professionally important personality traits.

A profession is a certain type of professional activity that requires special knowledge, abilities, skills and personality traits to be performed.

A specialty is a specific area of ​​work activity within a profession.

Vocational education is a scientifically based organized process and the result of professional formation and development of a person’s personality and mastery of it certain types professional activities.

Psychological support professional development of personality - component professional education, which consists of psychological assistance in overcoming the difficulties of professional life, correcting destructive development trends (crises, stagnation,

conflicts, deformations), increasing the employee’s adaptability to socio-economic and technological changes, and developing a positive professional perspective.

Professional development is the development of personality in the process of choosing a profession, vocational education, training and performing professional activities. Holistic process professional development has stages, the transition from one stage to another is accompanied by normative crises. The pace and trajectory of professional development are variable and determined by three groups of factors: age-related, individual psychological and technological.

Professional growth - continuous improvement technological activities, enrichment of focus, competence and professionally important qualities, increasing the efficiency of labor functioning.

Psychology of vocational education as a science and academic discipline.

The purpose of psychology of vocational education as a science is to study psychological patterns, mechanisms of professional development of a person.

The purpose of psychology of vocational education as an academic discipline is to study the characteristics of vocational training, education and human development.

Methods of psychology of vocational education as a science: general psychological, pedagogically oriented special research methods.

Methods of psychology of vocational education as an academic discipline - psychodiagnostic methods.

Within the framework of the psychology of vocational education as an academic discipline, the fundamentals of the psychology of vocational education are considered: its formation, subject, objectives, course structure, methodology and research methods; age characteristics of subjects of vocational education: periodization of personality development, age characteristics of a person; psychological foundations of vocational education: personality-oriented education, postgraduate education, social and professional education, educationally oriented professionography; psychology of activity and personality of a vocational education teacher: teacher as a subject of professionalization, personality-oriented pedagogical communication.

Topic 2. The concept of the method and methodology of psychological research

The main provisions of the psychology of vocational education, underlying its methodology and methodology. Non-experimental research methods. Psychometric research methods. Experimental research methods. Genetic research methods

The basic principles of psychological science that underlie its methodology and techniques.

Determinism - causality:

The psyche is conditioned by objective reality;

All mental phenomena are caused by the activity of the brain;

When studying mental phenomena, it is necessary to establish the causes that caused them;

The psyche is determined by the way of life.

Unity of consciousness and activity:

Activity is a form of active consciousness;

Consciousness is the result of behavior and activity;

Consciousness forms the internal plan of human activity;

Changing the content of activity contributes to the formation of a qualitatively new level of consciousness.

Genetic development:

The psyche is constantly developing and changing quantitatively and qualitatively;

Characterization of a mental phenomenon is possible with the simultaneous clarification of its characteristics, and: at the moment, taking into account the history of its occurrence, taking into account the prospects for its changes.

A person’s work activity is characterized by:

1) use and production of tools, their preservation for later use;

2) the productive nature and purposefulness of labor processes;

3) the subordination of labor to the idea of ​​its product - the labor goal, which, as a law, determines the nature and method of labor actions;

4) the social nature of labor, its implementation in conditions of joint activity;

5) work is aimed at transforming the external world. The production, use and preservation of tools, the division of labor contributed to the development of abstract thinking, speech, language, and the development of socio-historical relations between people.

In the process of historical development of society, a person changes the methods and techniques of his behavior, transforms natural inclinations and functions into higher mental functions - specific human ones. These are socially and historically conditioned forms of memory, thinking, perception (logical memory, abstract logical thinking). The unity of higher mental functions forms human consciousness.

Research methods in psychology are ways to

organized activities aimed at obtaining objectively new knowledge about the features, patterns and mechanisms of the psyche.

As a basis for the classification of research methods proposed by A.B. Orlov, the main task that the scientist sets for himself has been chosen. Research problems have four forms: describe, explain, measure, form mental education. A special group of methods is aimed at quantitative processing of research data.

Non-experimental methods.

The first research task - describing professional education and personal development in the process of lifelong education - is solved using non-experimental (clinical) methods.

Non-experimental methods include:

1. Observation is a method by which information is collected by direct and immediate recording of mental phenomena on the basis of their deliberate and systematic perception.

2. Longitudinal method - repeated systematic study of the same subjects (or groups) in the process of their development.

3. Psychobiographical method - a method of psychological study of the life path of specific individuals.

4. Survey method, which involves answering specific questions from the researcher.

5. Analysis of the products of activity, which consists of a psychological study of the results of educational and professional work of students: graphic materials (drawings, diagrams, projects), various crafts, technical devices, industrial products, etc.

6. Content analysis (from the English contens content) is a method of qualitative and quantitative analysis of the content of documents in order to identify or measure various facts and trends reflected in these documents. The peculiarity of content analysis is that it studies documents in their social context. It can be used as the main research method (for example, content analysis of a text when studying the political orientation of a newspaper), parallel, i.e. in combination with other methods (for example, in studying the effectiveness of the functioning of the media), auxiliary or control (for example, when classifying answers to open-ended questions in questionnaires).

Not all documents can become the object of content analysis. It is necessary that the content being studied allows one to set an unambiguous rule for reliably recording the necessary characteristics (the principle of formalization), and also that the content elements of interest to the researcher occur with sufficient frequency (the principle of statistical significance).

Most often, the objects of content analysis research are press, radio, television messages, minutes of meetings, letters, orders, instructions, etc., as well as data from free interviews and open-ended questionnaire questions. The main areas of application of content analysis: identifying what existed before the text and what was reflected in it in one way or another (the text as an indicator of certain aspects of the object being studied - the surrounding reality, the author or the addressee); determination of what exists only in the text as such (various characteristics of the form - language, structure, genre of message, rhythm and tone of speech); identifying what will exist after the text, i.e. after its perception by the addressee (assessment of various effects of influence).

Experimental methods

The second research problem is solved using experimental methods.

Experiment is a method that involves the active intervention of the researcher in the activities of the subjects in order to create the best conditions to study psychological phenomena and processes. The experiment can be laboratory, natural or simulation.

A laboratory experiment takes place under special conditions, equipment is used, and the actions of the subject are determined by instructions. The subject knows that an experiment is being conducted, although its true meaning may not be known. The experiment is carried out repeatedly with a large number subjects, which allows us to establish statistically reliable patterns of development of mental phenomena.

A natural experiment is carried out in the natural conditions of people’s lives, studies, and work, and people do not know that an experiment is being conducted on them (its results must be recorded, for example, with a hidden camera). Natural experiments reveal more reliable information, but cannot be carried out repeatedly, because then they lose their naturalness and hiddenness from the subjects.

Currently, the problem of the correctness of conducting psychological experiments is widely discussed, since the use of hidden equipment (dictaphones, cameras, video cameras) is considered unethical, unacceptable and even illegal. This limits the breadth of the study, but reduces the risk of psychological trauma to the subjects.

Psychometric methods

The third research problem is solved using psychometric (diagnostic) methods.

Psychometry is aimed at creating psychodiagnostic techniques that have validity, reliability and representativeness.

Psychometric methods include the following:

1. Testing is a method of psychological diagnostics that uses standardized questions and tasks (tests) that have a certain scale of values. Distinguish the following types tests: special ability tests, achievement tests.

2. Survey methods. These methods are widely used in psychometrics, especially questionnaires (biographical questionnaires, interest questionnaires).

3. Diagnosis of professional learning ability. Learning ability is understood as a system of qualities and abilities of an individual that determine the productivity of educational and professional activities (other things being equal - the presence of initial knowledge, skills, positive motivation, a certain level physical development, health status).

Genetic methods

The fourth research problem is solved using genetic methods.

Genetic methods aimed at studying changes in the professional development of an individual over a long period of time include:

1. Formative experiment - a complex experiment that requires the joint efforts of teacher theorists, didactics, and methodologists; a statistically significant, long-term, prolonged experiment carried out to implement a particular theoretical concept (V.V. Davydov);

2. Monitoring studies. Depending on the monitoring object, specific goals and objectives arise related to its implementation in practice. The objects of monitoring can be the vocational educational process, the academic performance of students, the development of the personality of students, the formation study group, professional activity of a teacher, formation of a teaching staff.

3. A special group consists of methods for quantitative processing of research data. These include:

Dispersion analysis (from Latin dispersio - dispersion) is a statistical method that allows you to analyze the influence of various factors on the variable under study. The essence of variance analysis is to decompose the measured characteristic into independent terms, each of which characterizes the influence of a particular factor or their interaction;

Correlation analysis (from the Latin correlatio - ratio) is a statistical method for assessing the form, sign and closeness of the connection between the characteristics or factors being studied. An indicator of the strength of the connection between two characteristics is the correlation coefficient. Correlation is a measure of the connection between reality phenomena or experimental factors;

Factor analysis (from Latin factor - active, producing and Greek analisis - decomposition, dismemberment) is a method of multidimensional mathematical statistics used in the study of statistically related characteristics in order to identify a certain number of factors hidden from direct observation.

4. Among the methods aimed at studying a person’s professional activity, the method of professionography, descriptive, technical and psychophysiological characteristics of a person’s professional activity is widely used. As a result of professiogramming, professiograms are compiled, or summaries of data (technical, sanitary and hygienic, technological, psychological, psychophysiological) about a specific labor process and its organization, as well as psychograms of professions.

Psychograms represent a “portrait” of a profession, compiled on the basis psychological analysis specific work activity, which includes professionally important qualities (PIQ) and psychological and psychophysiological components that are updated by this activity and ensure its implementation. The importance of the method of professionography in the psychology of vocational education is explained by the fact that it allows one to model the content and methods of forming professionally important personality qualities specified by a particular profession, and build the process of their development based on scientific data.

Questions for Chapter 1

1. Define the psychology of vocational education.

2. Define professional development and name the main stages of professional development.

3. Describe the option as a stage of professional development

personality and name the psychologically determined educational problems that arise at this stage.

4. Describe professional adaptation as a stage in the professional development of an individual and name possible solutions psychological problems arising at this stage.

5. Describe the place of psychology of vocational education in the system of psychological sciences.

6. Compare the content of such key concepts in the psychology of vocational education as “qualification”, “profession” and “specialty”.

7. Define vocational education and describe the structure of the domestic vocational education system.

8. Justify the need for psychological support for professional personality development.

9. Give comparative characteristics psychology of vocational education as a science and academic discipline in terms of goals, object, subject and research methods.

10. Compare the tasks of psychology of vocational education as a science and an academic discipline.

11. Define psychological research methods.

12. Using what methods can the research problem of describing the professional development of an individual be solved? Describe them.

13. Using what methods can the research problem of explaining the patterns and mechanisms of professional development of an individual be solved? Describe them.

14. Using what methods can the research task of measuring psychologically significant signs of educational and professional activity of students be solved? Describe them.

15. List the requirements that psychodiagnostic methods must satisfy.

16. Using what methods can the research problem of forming and tracking the development of students’ personality be solved? Describe them.

17. Describe methods for quantitative processing of research data.

18. Name the main aspects of the description of a profession when drawing up its professiogram.

Chapter 2. Phenomenology of personality development

Topic 3. Formation of personality in ontogenesis

Definition of key concepts. Personality structure and characteristics. Social situation of development and leading activities. The importance of needs in personality development.

Module 2. Phenomenology of personality development

Definition of Key Concepts

Personality is the object of study of many sciences - philosophy, sociology, psychology, ethics, aesthetics, pedagogy, etc. Each of them studies a person’s personality in its own specific aspect.

For socio-psychological analysis of personality, the concepts of “personality”, “individual”, “individuality”, “person” should be distinguished.

Man is the most general concept. This is a biosocial being with articulate speech, consciousness, higher mental functions (abstract logical thinking, logical memory, etc.), capable of creating tools and using them in the process of social labor. These specific human abilities and properties (speech, consciousness, work activity etc.) are not transmitted to people by inheritance, but are formed in them during their lifetime, in the process of assimilation by them of the culture created by previous generations.

There are reliable facts that indicate that if children with early age develop outside of society, then they remain at the level of development of animals (“Mowgli”), they do not develop speech, consciousness, thinking, or upright posture. In order for a person to develop logical thinking and a system of concepts, he must begin his life in the world of objects and phenomena created by previous generations.

By participating in work and various forms of social activity, people develop in themselves those specific human abilities that have already been formed in humanity. On the other hand, without biological completeness (mental retardation), it is impossible, even under the influence of society, upbringing, and education, to achieve the highest human qualities.

An individual is a biological organism, a carrier of common genotypic hereditary properties biological species. We are born individuals.

Personality is the socio-psychological essence of a person, formed as a result of a person’s assimilation social forms consciousness and behavior, socio-historical experience of humanity. We become individuals under the influence of life in society, education, training, communication, interaction.

Psychology takes into account that the individual is not only an object of social relations, not only experiences social influences. It refracts, transforms them, begins to act as a set of internal conditions through which the external influences of society are refracted.

Personality is not only an object, but also a product of social relations, but also an active subject of activity, communication, consciousness, self-awareness.

Personality is a social concept. It's not innate. Arises in a person as a result of social and cultural development. Nature, society, culture - these are the three spheres in which a person lives.

A person - in a broad sense - acts as an active subject of activity (a subject of nature, society, culture).

A person - in the narrow sense - acts as a subject of problem solving, choosing behavior in difficult situations, capable of independently and responsibly solving problems.

A person as an individual, from the point of view of psychology, is characterized by developing self-awareness, which is the basis for the formation of mental activity, the independence of the individual in his judgments and actions and is focused primarily on knowing himself, improving himself and searching for the meaning of life; activity - the desire to go beyond realized capabilities, beyond role requirements, to expand the scope of activity; the presence of a self-image - a system of a person’s ideas about his real self, his expected self, his ideal self, which ensure the unity and identity of his personality and are found in self-esteem, a sense of self-esteem, level of aspirations, etc.; orientation - a stable system of motives: needs, interests, ideals, beliefs, etc.; abilities, properties and qualities that ensure the success of certain activities; character, which is a set of stable individual properties of a person that determine his typical modes of behavior and emotional response.

Individuality is the uniqueness of the psyche and personality of an individual, its uniqueness. Manifests itself in traits of temperament and character, emotional and volitional spheres, interests, needs and characteristics of a person.

Personality structure

In modern psychology there are several points of view on internal structure personality. The most famous is the dynamic functional psychological structure of the personality of K.K. Platonova:

1. Focus. The personality traits included in this substructure do not have directly innate inclinations, but reflect an individually refracted group social consciousness.

2. Social experience. This substructure combines knowledge, skills, habits, acquired on the basis of personal experience through learning, but with a noticeable influence of both biologically and even genetically determined personality properties.

3. Individual characteristics of mental processes. This substructure combines the individual characteristics of individual mental processes, or mental functions: memory, sensations, perception, thinking, emotions, feelings, will, which are formed in the process of social life.

4. Bio mental properties. This biologically determined substructure combines the typological properties of the personality, its gender, age characteristics and pathological changes, which largely depend on physiological morphological features brain

5. A universal characteristic of living beings is their activity, which ensures the maintenance of vital connections with the outside world. The source of human activity is his needs.

Personality characteristics

Personality is characterized by a number of components. Let's identify the most important of them.

Direction is the most important property of a person, which expresses the dynamics of human development as a social being and the main tendencies of his behavior.

Need is the need experienced by a person for certain conditions of life and development.

Motives are motivations for activity related to the satisfaction of certain needs, answering the question “For what is it being done?” Motive presupposes knowledge about those objects that are capable of satisfying a need, about those actions that can lead to its satisfaction.

Motivation is a relatively stable and individually unique system of motives.

Temperament is a characteristic of an individual from the neurodynamic characteristics of his mental activity.

Abilities are mental properties that are conditions for the successful performance of any activity.

Character is a set of core properties formed during life: a person’s relationship to the world, which leaves an imprint on all his actions and deeds.

Emotionality is a set of qualities that describe the dynamics of the emergence, course and cessation of emotional states; sensitivity to emotional situations.

Activity is a measure of the subject’s interaction with the surrounding reality; the intensity, duration and frequency of actions or activities of any kind performed.

Self-regulation is the subject’s regulation of his behavior and activities.

Drives are the motivational component of character.

Will is the need to overcome obstacles, the conscious mobilization by an individual of his mental and physical capabilities to overcome difficulties and obstacles, to perform purposeful actions and deeds.

A special and different personality in the fullness of its spiritual and physical properties characterized by the concept of “individuality”. It is expressed in the presence of different experiences, knowledge, opinions, beliefs, in differences in character and temperament. We prove and affirm our individuality.

Motivation, temperament, abilities, character are the main parameters of individuality.

It is important that personality is a self-organizing system. The object of her attention and activity is not only the outside world, but also herself. This is manifested in her sense of “I,” which includes self-image and self-esteem, self-improvement programs, habitual reactions to the manifestation of some of her qualities, the ability for introspection, introspection, and self-regulation.

Personality is characterized by 5 potentials: cognitive, value, creative, communicative, artistic.

Cognitive (epistemological) potential is determined by the volume and quality of information that a person has. Information consists of knowledge about the outside world and self-knowledge. This potential includes psychological qualities, with which human cognitive activity is associated.

The value (axiological) potential is determined by the acquired personality in the process of its socialization by a system of value orientations in the moral, political, religious, and aesthetic spheres. Those. her ideals life goals, beliefs, aspirations.

The creative potential of an individual is determined by his acquired and independently developed skills and abilities, abilities to act and their extent in the implementation of a particular field of work.

Communicative potential is determined by the measure and forms of a person’s sociability, the nature and strength of contacts he establishes with other people.

Artistic potential is determined by the level, content, intensity of her artistic needs and how she satisfies them. Artistic activity is manifested in professional and amateur creativity, in the “consumption” of works of art.

Thus, a person is determined not by his character, temperament, physical qualities, etc., but by:

1) What and how she knows.

2) What and how she values.

3) What and how she creates.

4) With whom and how does she communicate.

5) What are her artistic needs and how does she satisfy them.

6) What is the measure of responsibility for one’s actions, decisions, fate.

Personal freedom or freedom of choice, will, is determined by a person’s ability to choose one or another behavior option. Personal freedom is manifested in the awareness of the necessity and expediency of the chosen behavior with full recognition of responsibility for the choice made and the future consequences of one’s actions.

The importance of needs in personality development

Needs are the state of an individual created by the need he experiences for objects necessary for his existence and development. The specific substantive nature of a need, usually associated either with an object that one strives to possess, or with any activity that should give a person satisfaction.

A more or less clear awareness of the need, accompanied by characteristic emotional states(attractiveness of the object, displeasure, suffering from unsatisfied needs, etc.).

The presence of an emotional-volitional state oriented towards search

and finding possible ways to meet needs. Weakening and sometimes complete disappearance of these states or their transformation into the opposite when previously realized needs are satisfied (for example, a feeling of disgust at the sight of food in a state of satiety).

The re-emergence of a need, when the need underlying it makes itself felt again.

There are different classifications of needs. Needs are distinguished by origin (natural and cultural) and by subject (material and spiritual).

1. Natural needs are associated with the need to preserve and

maintaining the life of a person and his offspring. Dissatisfaction natural needs leads to the death of a person or his degeneration.

2. Cultural needs express the dependence of active human activity on the products of human culture; their roots lie entirely within the boundaries of human history. Failure to satisfy cultural needs does not lead to physical death of a person, but causes social death.

3. Material needs reveal a person’s dependence on objects of material culture (the need for housing, clothing, household items).

4. Spiritual needs reveal dependence on the products of social consciousness (the need to receive information, listen to music, see beauty, etc.).

The inextricable connection of all types of needs with each other is obvious. Thus, a need that is natural in origin can at the same time be material in its subject matter, while a need that is cultural in origin can be either material or spiritual in its subject matter. Satisfying spiritual needs is impossible without satisfying material ones.

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· The teaching profession owes its origin to the isolation of education into a special social function, when a specific type of activity was formed in the structure of the social division of labor, the purpose of which is to prepare the younger generations for life on the basis of introducing them to the values ​​of human culture.

• E.A. Klimov developed a scheme of characteristics of professions. According to this scheme, the object of the teaching profession is a person, and the subject is the activity of his development, education, and training. Pedagogical activity belongs to the group of professions “person - person”.
• Like any type of activity, a teacher’s activity has its own structure. It is this: motivation; pedagogical goals and tasks; subject of pedagogical activity; pedagogical means and methods for solving assigned problems; product and result of pedagogical activity.
• In a number of psychological and pedagogical works, two groups of pedagogical functions are distinguished - goal-setting and organizational-structural.
• Pedagogical activity has the same characteristics as any other type human activity. This is, first of all: focus; motivation; objectivity.
• A specific characteristic of pedagogical activity is its productivity. N.V. Kuzmina identifies five levels of productivity in teaching activities.

· Self-concept is a generalized idea of ​​oneself, a system of attitudes regarding one’s own personality.

• The structure of a teacher’s professional self-awareness: “I-actual” - how the teacher sees and evaluates himself at the present time; “Retrospective self” is how the teacher sees and evaluates himself in relation to initial stages work; “Ideal self” is what the teacher would like to be or become; The “reflective self” is how, from the teacher’s point of view, he is viewed and evaluated by others in his professional field.
• The most frequently experimentally studied element of self-awareness is self-esteem. In the structure of self-esteem in general and professional self-esteem in particular, it is advisable to highlight the following aspects: operational-activity; personal.

· In general psychological theories of personality, orientation acts as a quality that determines its psychological make-up. In different concepts this characteristic is revealed in different ways: “dynamic tendency” (Rubinshtein S.L.); “meaning-forming motive” (Leontyev A.N.); “main life orientation” (Ananyev B.G.); “dynamic organization of the “essential forces” of man” (A.S. Prangishvili), etc.

• The structure of the focus consists of three groups of motives: humanistic; personal; business.
• Psychological research on pedagogical problems is carried out in several directions: determining the essence and structure of pedagogical activity; studying the features of its origin; study of the stages and conditions of the formation of pedagogical orientation; analysis of the state and means of its formation.
• In foreign studies, approaches to understanding the essence and structure of pedagogical orientation are grouped along three directions: behavioristic; cognitive; humanistic.
• Direction is an integral characteristic of a teacher’s work; it expresses the teacher’s desire for self-realization, growth and development in the sphere of pedagogical life activity (L.M. Mitina).

· Hierarchical structure The pedagogical orientation of the teacher can be presented as follows: focus on the child (and other people); self-directedness; focus on the subject side of the teaching profession (content of the academic subject).