Basic professional competencies of a psychologist-educator. Criteria for the professional competence of a teacher-psychologist

Course work

Competencies of educational psychologists according to the Federal State Educational Standard for Higher Professional Education of the third generation

Introduction

1. Description of the competence of OK-4

2. Description of the competence of OPK-2

3. Description of the competence of OPK-11

4. Description of the competence of SKPP-8

6. Description of the competence of PKD-1

Conclusion

Bibliography

professional bachelor education teacher

Introduction

The concepts of “competency-based approach” and “key competencies” have become widespread relatively recently in connection with discussions about the problems and ways of modernizing Russian education. Appeal to these concepts is associated with the desire to determine the necessary changes in education, including in higher education, caused by changes occurring in society.

Federal State Educational Standard of Higher Education vocational education in the direction of training 050400 "Psychological and pedagogical education" the qualification "bachelor" consists of 7 points:

Application area

Abbreviations used

Characteristics of the direction of training

Characteristics of professional activities of bachelors

Requirements for the results of mastering basic undergraduate educational programs.

Requirements for the structure of basic undergraduate educational programs.

Requirements for the conditions for the implementation of basic undergraduate educational programs.

The purpose of this work is to analyze the specific competencies of the educational standard in the direction of "Psychological and pedagogical education" qualification "bachelor".

Object - Federal State Educational Standard of Higher Professional Education in the field of training 050400 "Psychological and Pedagogical Education" qualification "Bachelor".

Subject - specific analyzed competencies of the standard: OK-4, OPK-2, OPK-11, PKPP-8, PKSPP-6, PKD-1, PKNO-4.

Reveal the essence of each analyzed competency.

Describe the significance of a specific competency in obtaining education in the profile "Educational Psychologist".

According to the bachelor's training plan, consider which academic disciplines can be used to develop a specific competency, and how many total hours are devoted to studying this discipline.

Reveal the structure of each competency under consideration.

Present the planned levels of competence development - at a threshold level and at an advanced level.

The course work consists of an introduction, seven chapters, each of which is devoted to certain competence, conclusion and bibliography.

1. Description of the competence of OK-4

The Federal State Educational Standard of Higher Professional Education in the field of training 050400 “Psychological and Pedagogical Education” qualification “Bachelor” stipulates that the graduate must have certain general cultural competencies (GC).

In general, general cultural competencies mean a person’s ability to navigate the space of culture; it includes a knowledge component: an idea of scientific picture world, knowledge of the main scientific achievements, an idea of artistic values.

General cultural competence OK-4 provides that the graduate is ready to use the basic principles and methods of social, humanitarian and economic sciences when solving social and professional problems.

By the competence of OK-2 “ready to use the basic provisions and methods of the social, humanities and economic sciences in solving social and professional problems” we mean the ability to engage in professional activities aimed at transferring the culture and experience accumulated by mankind, creating conditions for acquiring a repertoire of personal, social and professionals of competencies that ensure individualization, socialization and professionalization of the individual in the world of people and professions.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by: the need to prepare graduates to solve professional problems and typical social and professional tasks that arise in real situations of professional activity.

Competence structure “ready to use the basic principles and methods of social, humanities and economic sciences in solving social and professional problems”:

Bachelor knows

The range of social and professional tasks of a teacher-psychologist, the structure of a professional task, the algorithm for solving a social and professional problem, the stages of constructing and solving a social and professional problem, criteria for assessing the process of constructing and solving a social and professional problem.

Integrate knowledge of the humanities, social and economic sciences, structure a problem situation, use an algorithm for solving a social and professional problem for a teacher-psychologist.

Personal experience in integrating knowledge of the humanities, social and economic sciences, skills in solving the social and professional problems of a teacher-psychologist, skills in reflecting on the success of solving a pedagogical situation.

Levels of competence development Main features of the level Threshold level - knows the range of social and professional tasks of a teacher-psychologist and their structure; - owns an algorithm for solving social and professional problems; - understands the stages of designing and solving a social and professional problem, criteria for evaluating the design process; - able to solve social and professional problems. Advanced level - able to integrate knowledge of the humanities, social and economic sciences in solving social and professional problems; - can successfully solve social and professional problems of a specific educational level and specific educational institution, in the relevant subject area; - knows how to analyze their activities when solving social and professional problems.

Competence OK-4, according to the curriculum of bachelors of educational psychologists, is formed in the process of studying the disciplines of the cycle B.1, B.2 and B.3, namely such disciplines as:

history (total 108 hours);

philosophy (total 108 hours);

Russian language and speech culture (total 108 hours);

economics (total 108 hours);

conflictology (72 hours in total);

modern information technologies (total 72 hours);

anatomy and age physiology(total 72 hours);

basics of pediatrics and hygiene (total 108 hours);

workshop on modern information technologies (total 72 hours);

theory of training and education (total 108 hours);

history of pedagogy and education (total 72 hours);

multicultural education (total 72 hours);

Introduction to psychological and pedagogical activities (total 108 hours);

history of psychology (total 108 hours);

pedagogy (total 108 hours);

organization of children's recreation (72 hours in total);

psychological and pedagogical support of developmental educational programs (total 108 hours).

Thus, the OK-4 competence is formed by bachelors of educational psychologists throughout their entire study time while studying the 22 above-mentioned disciplines.

In conclusion of the consideration of general cultural competence OK-4, we note that it is general cultural competence that determines the active life of a person, his ability to navigate in various spheres of social and professional life, harmonizes inner world and relations with society.

Description of the competence of OPK-2

The Federal State Educational Standard of Higher Professional Education in the field of training 050400 "Psychological and Pedagogical Education" qualification "Bachelor" stipulates that the graduate must have certain professional competencies common to all types of professional activities (OPC).

Professional competence is the ability of an employee to perform work in accordance with the requirements of the position, and the requirements of the position are the tasks and standards for their implementation accepted in the organization or industry.

General professional competence is aimed at forming the foundations professional excellence, in this case, the subjectivity is laid down professional thinking, here the person is introduced to the spiritual and value context of the profession, he develops an orientation towards the profession, clear motivational needs in obtaining it.

The general professional competence of GPC-2 provides that the graduate is ready to apply qualitative and quantitative methods in psychological and pedagogical research. This competence is understood as the ability of students to apply methods of theoretical and experimental research to achieve and construct scientific knowledge. This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the following circumstances:

the requirement to develop among university graduates the ability to work with large flows of information, to apply methods of mathematical processing of information when conducting experimental research.

OPK-2 competence structure:

Bachelor knows

Basic methods of mathematical information processing;

methods of empirical and theoretical research;

Able to interpret information presented in the form of diagrams, charts, graphs, graphs, formulas, tables;

Use empirical and theoretical research methods; methods for processing experimental data;

Methods of mathematical information processing;

Skills in using empirical and theoretical research methods in research and professional activities.

Planned levels of development of OPK-2 competence:

Levels of competence development Main features of the level Threshold level - knows methods of mathematical processing of information; - is able to reveal the essence of methods of mathematical information processing; - knows how to interpret information presented in the form of diagrams, diagrams, graphs, graphs, tables - knows methods of theoretical and experimental research; - knows methods of processing experimental dataAdvanced level - can justify the use this method mathematical processing of information in specific situation; - can identify the species mathematical model to solve practical problems, including those from the sphere of professional problems; - masters the method mathematical modeling- knows the main stages of theoretical and experimental research methods; - can justify the use of this method of scientific research in a specific situation, including in professional activities; - has experience in using scientific research methods in professional activities

This competence is formed in the process of studying the disciplines of cycle B3:

course work on PC (total 108 hours);

developmental psychology (total 108 hours);

psychology of younger children school age(total 72 hours);

psychology adolescence(total 72 hours);

educational psychology (total 108 hours);

introduction to psychological and pedagogical activities (total 108 hours);

logopsychology with the basics of speech therapy (total 72 hours);

psychological and pedagogical diagnostics (total 108 hours);

age-related psychological counseling (total 108 hours);

psychological service in education (total 108 hours);

psychological and pedagogical diagnostic technologies and staffing of correctional educational institutions (72 hours in total);

psychological and pedagogical support for persons with developmental disorders at an early age (72 hours in total);

Thus, the competence of OPK-2 is formed among bachelors of educational psychologists throughout the entire study period while studying the 17 above-mentioned disciplines.

Description of the competence of OPK-11

The competence of GPC-11 is understood as the graduate’s readiness to apply in professional activities the main international and domestic documents on the rights of the child and the rights of people with disabilities.

By this competence we mean the formation of legal knowledge in students, for their further application, both in professional activities and in everyday life / readiness to make choices and forms of behavior and actions that comply with the law in typical life situations regulated by law; ways to realize rights and freedoms, as well as protect violated rights; make decisions and take actions in strict accordance with the law; apply legal norms governing public relations in the field of relations between the state and the individual, property and personal non-property ties, labor activity, criminal legal protection of the individual, etc.; to perform civic duties; critical ability to evaluate events and phenomena of social life and the position of law and law; be responsible for the results of their actions and the quality of completed tasks.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates with the skills to correctly interpret laws and other regulatory international and domestic legal acts; legally correct qualification of facts and circumstances; orientation in special legal literature; a clear understanding of the essence, nature and interaction of legal phenomena.

Competence structure “ready to apply in professional activities the main international and domestic documents on the rights of the child and the rights of persons with disabilities”:

Bachelor knows

Legal norms regulating public relations in the field of relations between the state and the individual, property and personal non-property ties, labor activity, criminal legal protection of the individual, etc.;

correctly interpret international and domestic laws and other regulatory legal acts;

The mechanism for applying normative legal documents in its activities to protect the rights and freedoms of man and citizen of the Russian Federation.

Planned levels of development of OPK-11 competence among university graduates:

Levels of competence development Main features of the level Threshold level - know the basic concepts of state and law, determine their role in the life of society; - know the main provisions of the Constitution of the Russian Federation; - know the rights and freedoms of man and citizen in the Russian Federation; - know the mechanisms for protecting human rights and freedoms in the Russian Federation; - have an idea of ​​the relationship between state and law, their role in life modern society; - demonstrates attention and respect for other people; - determine methods and means of activity, modes of behavior based on one’s own knowledge and ideas; - apply the acquired knowledge when working with specific regulations; - search for the necessary information to replenish legal knowledge; - master the methods and means of communication in a team, social adaptation; - apply theoretical basis within the scope of the course being studied; - to express own opinion; Advanced level - know the subject and method of the main branches of international and Russian law; - have an idea of ​​legal force various sources rights and the mechanism of their action; - concepts of the rule of law and normative legal acts; - have an idea of ​​the main branches of Russian law; - have an idea of ​​the content of fundamental human rights and freedoms; - interpret and use legal information; - be able to use sources of law - analyze the texts of legislative acts, rules of law from the point of view of specific conditions for their implementation; - present and argue your own opinions about current events and phenomena from the point of view of law; - carry out educational research and projects on legal topics; - resolve conflicts legally; - participate in the use and preparation of draft legal acts related to future activities; - apply practical skills and techniques necessary to participate in professional activities.

psychology preschool age(total 72 hours);

educational programs for preschool children (72 hours in total);

psychology of children of primary school age (72 hours in total);

educational programs primary school(total 72 hours);

psychology of adolescence (total 72 hours);

qualitative and quantitative methods of psychological and pedagogical research (total 108 hours);

psychological and pedagogical interaction of participants educational process(total 72 hours);

professional ethics in psychological and pedagogical activities (total 72 hours);

psychology of children with sensory impairments (total 144 hours);

psychology of development of children with emotional disorders volitional spheres s and behavior (total 108 hours);

psychological and pedagogical correction (72 hours in total);

educational and production practice.

Thus, the competence of OPK-11 is formed among bachelors of educational psychologists throughout the entire study period while studying the 12 above-mentioned disciplines.

Description of the competence of PKPP-8

The federal educational standard stipulates that a graduate must have professional competencies in activities related to psychological and pedagogical support of preschool, general, additional and vocational education (PCPP).

The competence of SKPP-8 is defined as “capable of forming psychological readiness future specialist to professional activity."

By this competence we mean awareness of the importance of the profession of psychologist / the ability to carry out self-knowledge and self-education in personal and professional growth / ready to promote the importance psychological profession.

This competency is mandatory according to the Federal State Educational Standard of Higher Professional Education “Psychological and Pedagogical Education”. Its significance is determined by the following circumstances:

the need to develop an understanding social significance work of a psychologist;

value foundations of professional activity.

Competence structure of SKPP-8:

Bachelor knows

the importance of psychological and pedagogical education and scientific research conducted in the field of educational psychology;

knows theories of motivation;

carry out professional self-education and personal growth, designing further educational route and professional career;

create and implement a model of professional activity;

Ways to promote the importance of professional activity.

Planned levels of competence development among university graduates:

Levels of competence development Main features of the level Threshold level - knows the importance of psychological and pedagogical education; - knows the value foundations of professional activity in the field of educational psychology; - understands the need to participate in social and professional discussions; - knows the psychological and pedagogical foundations of motivation for professional activity. Increased level - is able to carry out self-knowledge and self-education in personal and professional growth; - knows how to systematically analyze and select psychological and educational concepts; - can decide various tasks during the educational process; - able to own different ways promoting the importance of the psychological and pedagogical profession for society; - owns technologies for designing and modeling professional activities.

This competence is formed in the process of studying the disciplines of cycle B.3:

self-determination and professional guidance of students (total 72 hours).

Thus, the competence of PKPP-8 is formed among bachelors of educational psychologists while studying one discipline.

5. Description of the competence of PKSPP-6

The federal educational standard stipulates that a graduate must have professional competencies in the field of psychological and pedagogical support for children with disabilities. disabilities health in correctional and inclusive education (PCSE).

The competence of PKSPP-6 is defined as “able to effectively interact with teachers of a correctional educational institution and other specialists on student development in communicative, gaming and educational activities.”

By this competence we mean building interpersonal relationships, correlation of personal and group values ​​/ interests, teamwork, fulfillment of certain roles and responsibility for overall result.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to prepare graduates who have the skills to work in a team (help, support, approval of each other’s efforts); possessing the necessary social skills (leadership, communication, conflict management); able to bear individual responsibility for working in a team.

Competence structure of PKSPP-6:

Bachelor knows

Basics of organizing work in a team ( teamwork);

Establish and maintain constructive relationships with colleagues, balance personal and group interests, show tolerance towards other views and points of view;

Experience working in a team (in a team), controlling skills (evaluating teamwork, clarifying further actions etc.).

Planned levels of competence development among university graduates

Levels of competence development Main features of the level Threshold level - knows the basics of organizing work in a team (team work); - knows the basics of conflict theory; - has experience working in a team; - understands the need for joint activities in interaction with others; - demonstrates attention and respect for other people. Increased level - is able to organize the work of a team (team); - knows how to identify causes and take measures to resolve conflicts; - may be responsible for the results of joint work; - is able to make a tangible contribution to the work of the team, even if his personal interests are not taken into account

This competence, according to the curriculum of bachelors of educational psychologists, is formed in the process of studying the disciplines of cycle B.3, namely such disciplines as:

pathopsychology (total 108 hours).

Thus, the competence of PKSPP-6 is formed among bachelors of educational psychologists while studying one discipline.

6. Description of the competence of PKD-1

The federal educational standard stipulates that a graduate must have professional competencies in educational activities in preschool education(PKD).

The competence of PKD-1 is defined as “able to organize playful and productive activities for preschool children.”

By this competence we mean a university graduate’s mastery of technologies and methods for solving pedagogical tasks on training, education and personality development of preschool children, taking into account the specifics of the field of subject knowledge and the type of educational institution.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to form and develop the student’s professional competence in the field of practical teaching activities.

PKD-1 competency structure:

Bachelor knows

The essence of modern methods and technologies;

criteria for assessing the quality of the educational process at a specific educational level of a specific educational institution;

features of the educational process at a specific educational level of a specific educational institution;

analyze information from the perspective of the problem being studied;

Technologies for ensuring the quality of the educational process at a specific educational level of a specific educational institution.

Planned levels of competence development among university graduates

Levels of competence development Main features of the level Threshold level - knows the theoretical and methodological foundations of training and education; - knows the essence of modern methods and technologies; - knows how to analyze information from the perspective of the problem being studied. Advanced level - knows the criteria for assessing the quality of the educational process at a specific educational level of a specific educational institution; features of the educational process at a specific educational level of a specific educational institution; - knows how to use modern techniques and technology at a specific educational level of a specific educational institution; - owns technologies for ensuring the quality of the educational process at a specific educational level of a specific educational institution

This competency is not prescribed in the curriculum of bachelors of educational psychologists, but we assume that it can be formed when studying disciplines of cycle B.3, namely in such disciplines as

Psychology of preschool age (total 72 hours);

educational programs for preschool children (total 72 hours).

Thus, the competence of PKD-1 can be developed by bachelors of educational psychologists while studying two disciplines.

7. Description of the competence of PKNO-4

The federal educational standard stipulates that a graduate must have professional competencies in educational activities at the initial stage general education(PKNO).

The competence of PKNO-4 is defined as “ready to create conditions that facilitate children’s adaptation to the educational process at the initial stage of schooling.”

By the competence of PKNO-4 we understand the ability to create conditions that will facilitate the adaptation of children of primary school age when starting school.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates with the following skills:

facilitating the process of adaptation of schoolchildren to learning in primary school;

forecasting further developments in the training and education of schoolchildren.

Competence structure of PKNO-4:

Bachelor knows

The theory of training and education, the theory of diagnosing the achievements of students and pupils;

Check and evaluate the level of training and education of schoolchildren;

predict further developments in the education and upbringing of children;

Skills of checking, assessing the level of training and education of schoolchildren;

skills of forecasting further developments in the education and upbringing of children.

Planned levels of competence development of PKNO-4:

Levels of competence development Main features of the level Threshold level - has an idea of ​​the theory of training and education, of diagnosing the achievements of students and pupils; - knows how to select methods for checking and assessing the level of training and education of schoolchildren, statistically process and analyze data; - is able to envision ways to solve a child’s individual life problems. Advanced level - knows the theory of teaching and upbringing, the theory of diagnosing the achievements of students and pupils; - knows how to apply appropriate methods to check and assess the level of training and education of schoolchildren, statistically process and analyze data; identify dynamics and trends, predict further developments in the education and upbringing of children; - is able to outline and implement effective ways to solve the child’s individual life problems.

This competence is not prescribed in the curriculum of bachelors of educational psychologists, but we assume that it can be formed in the process of studying the disciplines of cycle B.3, namely such disciplines as:

developmental psychology (total 108 hours);

Psychology of children of primary school age (total 72 hours);

educational programs of primary school (total 72 hours).

Thus, the competence of PKNO-4 is formed by bachelors of educational psychologists when studying the three above-mentioned disciplines.

8. Experience of teachers in applying competencies in work

In this chapter, we will consider how teachers apply the competencies analyzed in this course work in their professional activities.

Competence OK-4: ready to use the basic principles and methods of the social, humanities and economic sciences when solving social and professional problems.

We believe that in his professional activities, every educational psychologist uses the basic principles and methods of the social, humanities and economic sciences when solving social and professional problems.

For example, in the article "In trip around the world: plot training for fifth-graders" in the magazine "School Psychologist" No. 4 for 2009 talks about the content and methods of conducting a special psychological training "On a trip around the world", which is carried out with all fifth-graders of the school to adapt the transition of children from primary to high school.

When conducting training, the psychologist uses knowledge from humanities, in particular from psychology, geography, sociology and pedagogy.

OPK-2 competence: ready to apply qualitative and quantitative methods in psychological and pedagogical research.

This competency is well discussed in the article “Poster for diagnosis” from the magazine “School Psychologist” No. 7, 2009. In the article, the author Yu. Pavlyuk shares his experience in creating a special diagnostic package for diagnosing psychological problems of schoolchildren: anxiety, aggressiveness, problems in the sphere of communication, etc. At the same time, talking about each diagnosis, the author dwells in detail on the qualitative and quantitative methods used in a particular diagnostic technique.

Competence of GPC-11: ready to apply in professional activities the main international and domestic documents on the rights of the child and the rights of people with disabilities.

Work experience in the application of this competence is described in the article “Family conflicts and ways to resolve them” in the magazine “School Psychologist” No. 10, 2008. The article examines family relationships and family conflicts: “Examples of relationships in the family for many students in a auxiliary school turn out to be negative , therefore, it is necessary, without infringing on the feelings of children, to show them the possibility of the existence of other relationships. This may attract their attention to moral ways of building their relationships in their own. future family". The author of the article, when analyzing family conflicts, dwells separately on legal acts from the Family Code of the Russian Federation, which can be applied in practice when resolving family conflicts.

Competence of PKPP-8: capable of forming the psychological readiness of a future specialist for professional activities.

We read about this competence in the article “Students at School” in the magazine “School Psychologist” No. 24, 2008, where the author talks about how it is necessary to competently formulate the readiness of future specialists for professional activities: “You can find an approach to any student. At our first meeting at school, we tell students what kind of work we will give them the opportunity to try. This could be:

preparation, conduct and processing of diagnostic results;

preparation of visual materials for individual correctional classes and for psychology classes (they are held with us in both primary, secondary and high school);

individual sessions with a child (prevention of school failure);

conducting research (for a student - an essay or coursework, for a school - an understanding of the processes occurring in a particular group);

holding large educational and gaming events, such as " Geographical journey", "Farewell to the ABC", "Robinsonade" and others, in which children, parents and teachers participate.

We listen to students' suggestions and find the best solution for everyone. The main thing for us psychologists is the motivation of students, then their heads work well, they have a lot of enthusiasm, and the work is done faster and with better quality.”

Competence of PKSPP-6: able to effectively interact with teachers of a correctional educational institution and other specialists on issues of student development in communicative, gaming and educational activities.

The experience of psychologists using this competency is discussed in the article “Is it easy to be a young... specialist” in the magazine “School Psychologist” No. 19, 2005. The author A. Shadura talks about how “many graduates want to work in consulting institutions, shying away from “field” activities at the forefront of education. But, of course, it’s not easy to get into such an institution right away, since they need experienced people, and university graduates cannot yet be classified in this category. And if you suddenly have such an opportunity. , do not rush to take advantage of it: the fate of young people in the center is often “dirty” work. Prepare for the fact that you will be sent with papers to the department, to schools for meetings, you will sit at the reception desk, replacing a sick registrar, etc. "

According to the author of the article A. Shadur, you still need to start your career in the “field”, where you have the opportunity to independently build your professional path, focusing on the microenvironment in which you find yourself. And there is no need to be afraid of the apparent futility of your efforts. Firstly, although not all good grains germinate, and secondly, remember that the task of a novice specialist is to accumulate experience. After college practical professional education it’s just beginning, and it’s universal for any field human activity.

Then the author talks in more detail about how an aspiring educational psychologist needs to properly interact with teachers of a correctional educational institution and other specialists on various issues of student development.

Competence of PKD-1: able to organize playful and productive activities for preschool children.

In the article “Development of attention in preschool children” on the website of the journal “Psychology”: mental processes, Personality Development" the author describes his many years of experience in developing attention in preschoolers when involving them in gaming activities; methods and various options for games for preschoolers are presented.

Competence of PKNO-4: ready to create conditions that facilitate children’s adaptation to the educational process at the initial stage of schooling.

This competence is written about in the article “Become a Flower” in the magazine “School Psychologist” No. 22, 2006, in which the author Irina Tuzovskaya, an educational psychologist from the Kemerovo region, gives various options for games that facilitate the adaptation of children of primary school age to learning in school, for example, games such as: “Flower”, “Two Drawings”, “City”, etc.

Conclusion

The course work examined in detail seven competencies that are mandatory for students to develop in accordance with the Federal State Educational Standard for Higher Professional Education of the third generation. Those were also registered academic disciplines, on which these competencies can be developed throughout the entire study period of a bachelor's degree in educational psychology.

New philosophy Higher professional education is distinguished by its focus on ensuring high quality of specialist training and developing his competence. In modern world educational practice, the concept of competence acts as a central, “nodal” one, since competence, firstly, combines the intellectual and skill components of education; secondly, the concept of “competence” contains the ideology of interpreting the content of education, formed “from the result” (“output standard”); thirdly, competence has an integrative nature, incorporating a number of homogeneous skills and knowledge related to broad areas of culture and activity (professional, informational, legal, etc.

The substantive vectors of this approach emphasize the practice-oriented orientation of higher education educational programs. Competence is actionable. In addition to the system of theoretical and applied knowledge includes cognitive and operational-technological components. In other words, competence is a body (system) of knowledge in action. Acquiring, transforming and using knowledge is active processes Therefore, the structure of competence also includes emotional-volitional and motivational components. Consequently, an indispensable and obligatory condition for the student to acquire competence as a result of professional education requires his active (subjective) position in educational process.

Target course work- to analyze the specific competencies of the educational standard in the direction of "Psychological and Pedagogical Education" qualification "Bachelor" - was achieved.

The tasks set in the work have been completed.

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A teacher-psychologist is a specialist among the teaching staff of an educational institution who carries out professional activities aimed at psychological support of the educational process.

Professional competence of a teacher-psychologist is a system of personal and professional characteristics.

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Professional competencies of a teacher-psychologist in an educational institution

V.A. Sheveleva

MBOU "Secondary School No. 48",

Kemerovo

A teacher-psychologist is a specialist among the teaching staff of an educational institution who carries out professional activities aimed at psychological support of the educational process.

Professional competence of a teacher-psychologist - a system of personal and professional characteristics - special readiness (the result of training at a university, postgraduate training, professional activity); qualifications in activities (the result of mastering technologies of psychological and pedagogical activities in practice); organizational and activity competence (the result of the development of activities in the process of continuous professional education and practical activities) . Successful professional activity requires stable and adequate self-esteem, positive outlook to the world, emotional stability, self-esteem and self-confidence, sustainable motivation, responsibility, independence, ability to analyze, etc. The main criteria for the professionalism of a psychologist: the presence of a life and professional position; understanding priority areas development (taking into account the specifics of the institution); the ability to independently formulate goals, objectives, choose forms of work; predict the result; maintain documentation; draw up documents professionally and competently; work with the socio-pedagogical situation, contribute to the optimization of socio-psychological conditions; organize interaction with participants in the educational process and other institutions; participation in psychological seminars, scientific and practical conferences . To perform professional duties in a qualified manner, a teacher-psychologist must possess professional competencies. Competencies allow you to have a targeted impact on the activities of the institution and the social and personal development of students, and carry out reflective assessment psychological practice in the educational process, determine the boundaries of competence and design a path for professional growth.

General pedagogical competencies: knowledge about the current state of the education system, about the main regulatory documents for organizing the educational process; principles of organization educational environment, about algorithms pedagogical technologies and methods, about different approaches to education, about the features of the structure, conduct and construction of classes, about the main tasks and directions of educational and preventive work.

General professional competencies: knowledge and understanding of special psychological concepts, possession of general and special psychological culture, use special tools and technician; the ability to plan, design, model, predict one’s own activities, taking into account the objectives of the education system, institution and the current situation; communicative competence, the ability to organize joint activities of different subjects of the educational process; ability to facilitate resolution problem situations; Possession of consulting skills; possessing the skills and abilities of educational work, effective use and presentation of information to various audiences; ability to analyze results, feedback, conditions for achieving the goal; mastery of modern information technologies.

Special competencies . Psychodiagnostic competencies – psychological and pedagogical diagnostics, assessment of individual psychological properties of students’ personality, developmental characteristics. Special psychocorrectional and developmental competencies: correction of personality characteristics, behavior of participants in the educational process, assistance in solving urgent problems in the development of a particular child or group of children. Special psychoprophylactic competencies: psychological education, prevention of possible violations in the formation and development of the personality of participants in the educational process and interpersonal relationships, assistance in maintaining and strengthening the state of mental balance; dissemination of psychological knowledge, increasing awareness of opportunities psychological assistance in order to improve the level of psychological culture and quality of life. Special advisory competencies: psychological and psychological-pedagogical consultation, assistance in resolving psychological problems of participants in the educational process; organization of individual psychological counseling on questions mental development, training and education; systematic monitoring of children's mental development. Special methodological competencies: methodological activity, accumulation and systematization of psychological and pedagogical literature, teaching materials, individual and group consultations on professional issues. Special management competencies: psychological and pedagogical support of management processes, psychological support management of an educational institution.

Professionally important qualities - competencies - allow a teacher-psychologist to effectively solve problems in the dynamic conditions of professional activity. The formation and development of professional competencies occurs in the processes of continuous professional education and practical activity.

Literature

1. Zimnyaya, I. A. General culture and social and professional competence of a person / I.A. Winter [Text] // Higher education today. – 2000. – No. 11. – p. 14-20.
2. Kociunas, R. Fundamentals of psychological counseling [Text] / R. Kociunas. – M.: Academic project, 2009. − 240 p.
3. Koshel, N. N. Professional competence as a basic category postgraduate education/ N.N. Wallet [Text] // Adukatsiya i vyhavanne. − 2005. − No. 9, p.8-15.
4. Teacher-psychologist in the field of education: professional standard [Electronic access] //. – 49 s.

“Map of professional competencies of a teacher-psychologist”

Professional standard

Labor actions

Required skills

Required knowledge

1.Psychological, pedagogical and methodological support for the implementation of basic and additional educational programs

1. Formation and implementation of plans for developmental work with students, taking into account their individual psychological characteristics

1.Process and interpret survey results

1. Methodological foundations for designing an educational environment, the foundations of psychodidactics (knowledge age characteristics students of all levels school education)

2. Development of psychological recommendations for the formation and implementation of individual educational plans for creatively gifted students and pupils

2. Analyze the possibilities and limitations of the used pedagogical technologies, methods and teaching aids, taking into account the age and psychophysical development of students

2.Methods of organizational and methodological support of basic general education programs

3. Preparation and maintenance of documentation (work plans, protocols, journals, psychological conclusions and reports)

3. Develop psychological recommendations for designing an educational environment that ensures continuity of the content and forms of organization of the educational process in relation to all levels of implementation of basic general education programs

3.Professional ethics

2. Psychological examination (assessment) of the comfort and safety of the educational environment of educational organizations

1. Psychological monitoring and analysis of the effectiveness of using methods and means of educational activities

1. Know how to work with teachers and teachers to organize effective educational interactions with students and students among themselves

1.History and theory of design educational systems

2. Psychological examination of development programs of an educational organization in order to determine the degree of safety and comfort of the educational environment - 3.3 (determining the level of psychological well-being of subjects of the educational process)

2. Possess techniques for increasing the psychological and pedagogical competence of parents (legal representatives), teachers, teachers and administration of an educational organization

2.Theories and methods educational psychology, history and theories of organization of the educational process

3. Consulting teachers and teachers of educational organizations when choosing educational technologies taking into account the individual psychological characteristics and educational needs of students

3.To develop, together with teachers and lecturers, an individual educational route, taking into account the characteristics and educational needs of a particular student

3. Methods of psychological and pedagogical diagnostics used in monitoring the assessment of the quality of results and content of the educational process

3.Psychological counseling of subjects of the educational process

1.Consulting students on problems of self-knowledge, professional self-determination– 6 (supporting the process of professional self-determination of students)

1. Know how to work with teachers and teachers in order to organize effective interactions between students and their communication in educational organizations and in the family

1.Modern theories and methods of counseling

2. Consulting administration, teachers, lecturers and other employees of educational organizations on problems of relationships in work collective and other professional issues

2.To develop, together with teachers and professors, an individual educational route, taking into account the characteristics and educational needs of a particular student (to master the technology for organizing an individual educational route)

2. Techniques for organizing joint and individual activities of students in accordance with age norms of their development (age norms of student development)

3.Consulting teachers and lecturers on development and implementation issues individual programs to build an individual educational route, taking into account the characteristics and educational needs of a particular student - 6 (consulting teachers on organizing an individual development route for a gifted student)

3. Know how to evaluate the effectiveness and improve advisory activities

3. Ethical standards for organizing and conducting advisory work

4. Corrective and developmental work with children and students, including work on restoration and rehabilitation

1. Development and implementation of plans for conducting correctional and developmental classes for children and students, aimed at developing the intellectual, emotional and volitional sphere, cognitive processes, relieving anxiety, solving communication problems, overcoming problems in communication and behavior

1. Monitor the progress of mental development of students various levels formation of various types of educational organizations

1.Modern theories, directions and practices of correctional and developmental work

2.Organization and joint implementation by teachers, speech pathologists, speech therapists, social educators psychological and pedagogical correction of deficiencies identified in the mental development of children and students, disorders of socialization and adaptation

2.Develop programs of correctional and developmental work

2.Modern techniques and methods of correctional and developmental work and psychological assistance

3. Formation and implementation of plans to create an educational environment for students with special educational needs - 4, including gifted students (participation in the development of an adapted general education program of an educational organization)

3.Apply standard methods and techniques for monitoring normal and deviant mental and physiological development of children and students

3. Patterns of development of various categories of students, including those with special educational needs (knowledge of the characteristics of the mental development of students with disabilities of various etymologies)

5.Psychological diagnostics of children and students

1.Select or develop diagnostic tools that are adequate for the purposes of the study

2. Screening examinations (monitoring) to analyze the dynamics of mental development, identifying people in need of psychological help

2.Plan and conduct a diagnostic examination using standardized tools, including processing the results

2.Methods and technologies that allow solving diagnostic and developmental problems

3. Drawing up psychological and pedagogical conclusions based on the results of a diagnostic examination in order to orient teachers, teachers, administration of educational organizations and parents (legal representatives) in the problems of personal and social development of students

3. Conduct diagnostic work to identify the level of readiness or adaptation of children and students to new educational conditions

3.Methods of collecting, processing information, results of psychological observations and diagnostics

6.Psychological education of subjects of the educational process

1. Familiarization of teachers, teachers and administration of educational organizations with modern research in the field of psychology of preschool, primary school, adolescence, youth

1. Carry out psychological education of teachers, teachers, administration of the educational organization and parents (legal representatives) on the mental development of children and students

1.Tasks and principles of psychological education in an educational organization, taking into account the educational needs and individual capabilities of students

2. Informing subjects of the educational process about the forms and results of their professional activities

2. Develop and implement programs to improve the psychological competence of subjects of the educational process working with various categories of students

2. Forms and directions, techniques and methods of psychological education, taking into account the educational needs and individual capabilities of students

3. Familiarization of teachers, teachers, administration of educational organizations and parents (legal representatives) with the basic conditions of the child’s mental development (within the framework of counseling, pedagogical councils)

3. Apply methods of adult pedagogy for psychological education of subjects of the educational process, including with the aim of increasing their psychological culture

3. Fundamentals of pedagogy, forms and methods of teaching adult participants in the educational process working with various categories of students

7. Psychological prevention (professional activity aimed at preserving and strengthening the psychological health of students in the process of training and education in educational organizations)

1.Identification of conditions that adversely affect the development of students’ personality

1.Plan and organize work to prevent possible ill-being in the mental and personal development of students, including the socially vulnerable and those in difficult life situations!. plans for corrective

1. Regularities and age norms of mental, personal and individual development at different age stages, ways of adaptation and manifestation of maladaptive behavior of children, adolescents and young people to the conditions of educational organizations

2. Development of psychological recommendations for designing an educational environment that is comfortable and safe for the personal development of students at each age stage, for timely prevention of violations in the development and formation of personality, its affective, intellectual and volitional spheres

2. Develop psychological recommendations for compliance in educational organizations with the psychological conditions of training and education necessary for the normal mental development of students at each age stage

2. Signs and forms of maladaptive conditions in children, adolescents and young people

3. Planning and implementation together with the teacher of preventive measures to prevent the occurrence of social maladjustment, addictions and behavioral deviations.

3. Develop recommendations for teachers, parents (legal representatives), educators and other employees of educational organizations to assist students in adaptation, pre-crisis and crisis periods - (3.4)

3. Modern theories of the formation and maintenance of a favorable socio-psychological climate in a team, technologies and methods for designing a safe and comfortable educational environment

8. Psychological education of subjects of the educational process in the field of work to support persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation

1. Familiarization of teachers, teachers and administration of educational organizations and organizations carrying out educational activities with modern research in the field of psychology of preschool, primary school, adolescence, youth of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in in the prescribed manner accused or on trial, or who are victims or witnesses of a crime

1. Carry out psychological education of teachers, teachers, administration of educational organizations and parents (legal representatives) on the mental development of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in the prescribed manner as accused or defendants, or who are victims or witnesses of a crime

1. The tasks and principles of psychological education in an educational organization, taking into account the characteristics of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students duly recognized as accused or on trial, or who are victims or witnesses of a crime

2. Familiarization of teachers, teachers, administration of educational organizations and organizations carrying out educational activities, as well as parents (legal representatives) with the basic conditions for the mental development of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation (within the framework of consulting, pedagogical advice)

2. Inform subjects of the educational process about factors that impede the development of the personality of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in the prescribed manner as accused or defendants, or who are victims or witnesses of a crime

2. Forms and directions, techniques and methods of psychological education, taking into account the characteristics of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students who are duly recognized as accused or on trial, or who are victims or witnesses of a crime

3. Educational work with parents (legal representatives) of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in the prescribed manner as accused or defendants, or who are victims or witnesses to a crime

3. Develop and implement educational programs to improve the psychological competence of subjects of the educational process working with persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in the prescribed manner accused or on trial, or who are victims or witnesses of a crime

3. Fundamentals of pedagogy, forms and methods of teaching adult subjects of the educational process, working with persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students duly recognized as accused or defendants, or who are victims or witnesses of a crime

9. Psychological prevention of behavioral disorders and developmental disorders of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation

1. Identification of conditions that impede the formation and development of the personality of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in the prescribed manner as accused or defendants, or who are victims or witnesses to a crime, taking into account the characteristics of their psychophysical development, individual capabilities and special educational needs

1. Plan and organize work to prevent possible ill-being in the mental and personal development of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including those in difficult life situations

1. Methods of adaptation of children, adolescents and young people to the conditions of educational organizations of various types

2. Preventive work taking into account the characteristics of psychophysical development, individual capabilities and special educational needs of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students duly recognized as accused or defendants, or who are victims or witnesses of a crime

2.Create and maintain in the educational organization and organization carrying out educational activities the psychological conditions of training and education necessary for normal mental development and personality formation of persons with disabilities, children and students experiencing difficulties in mastering basic general educational programs, development and social adaptation, including minor students recognized in the prescribed manner as accused or defendants, or who are victims or witnesses of a crime, at each age stage

2. Modern theories of the formation and maintenance of a favorable socio-psychological climate in the team

3.Development of proposals for the formation preserving health educational technologies, healthy lifestyle

3. Contribute to the creation of a favorable psychological climate in the educational organization and the organization carrying out educational activities

3.Methods for correcting the socio-psychological climate and conflict resolution

10.Psychological counseling for persons with disabilities and students experiencing difficulties in mastering basic general education programs, development and social adaptation

1. Psychological counseling for persons with disabilities and students experiencing difficulties in mastering basic general education programs, development and social adaptation

1.Apply modern methods psychological counseling in accordance with the objectives of counseling and the characteristics of clients

1.Modern technologies and consulting methods

2. Consulting teachers and other employees of educational organizations and organizations carrying out educational activities on problems of relationships with students and other professional issues

2. Consult the administration of educational organizations, organizations carrying out educational activities, teachers, teachers, parents (legal representatives) on psychological problems training, education and development of students

2.Theory, methodology of psychological counseling, classification of methods, their capabilities and limitations, requirements for them

3. Consulting teaching staff on the development and implementation of individual training programs for persons with disabilities and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in the prescribed manner as accused or on trial, or who are victims or witnesses of a crime, taking into account the characteristics and educational needs of a particular student

3. Conduct individual and group consultations with students with disabilities on issues of learning, development, problems of life self-determination, self-education, relationships with adults and peers

2. Techniques for organizing joint and individual activities of students with disabilities in accordance with age standards for their development

11. Psychological correction of the behavior and development of children and students with disabilities, as well as students experiencing difficulties in mastering basic general education programs, development and social adaptation

1. Development and implementation of plans for correctional and developmental classes for students, aimed at developing the intellectual, emotional and volitional sphere, cognitive processes, relieving anxiety, solving problems in the field of communication

1. Master the techniques of forming a personality as a conscious subject of behavior and social action

1.Modern theories, directions and practice psychocorrectional work

2.Organization and implementation, together with specialists (teachers, lecturers, speech pathologists, speech therapists) of psychological and pedagogical correction of deviations in the mental development of students, socialization disorders

Assess the level and deviations from the normal course of mental development of students at various levels of education in educational organizations

2.Theory psychological correction

3.Formation together with others teaching staff for students with disabilities, as well as for students in difficult life situations, an educational environment that meets their interests and needs

3. Apply methods of psychological correction of the mental characteristics of the individual (depending on age, gender, special educational needs, students with disabilities, as well as those in difficult life situations)

3.Methods and techniques of individual psychocorrection

12. Psychological diagnostics of the characteristics of persons with disabilities, students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in cases and in the manner provided for by criminal procedure legislation, suspects, accused or defendants in a criminal case or who are victims or witnesses of a crime, at the request of bodies and institutions of the system for the prevention of neglect and juvenile delinquency

1.Psychological diagnostics using modern educational technologies, including information educational resources

1.Select diagnostic tools that are adequate to the goals of the study and the capabilities of a particular student

1.Theory, methodology of psychodiagnostics, classification of psychodiagnostic methods, their capabilities and limitations, requirements for them

2. Screening examinations for the purpose of monitoring the mental development of persons with disabilities, students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in the prescribed manner as accused or defendants, or who are victims or witnesses of a crime

2. Conduct a diagnostic examination of students using standardized tools, including initial processing of results

2.Standard methods and technologies that allow solving diagnostic problems

3. Drawing up psychological and pedagogical conclusions based on the results of a diagnostic examination in order to orient teachers and parents (legal representatives) in the problems of personal and social development of persons with disabilities, students experiencing difficulties in mastering basic general education programs, development and social adaptation, including the number of minor students recognized in the prescribed manner as accused or defendants, or who are victims or witnesses of a crime

3. Conduct diagnostic work to identify the level of readiness or adaptation to new educational conditions

3.Methods of collecting, primary processing of information, results of psychological observations and diagnostics

Professional competence of a teacher-psychologist

Competence (or competency) literally translated from Latin means “relating, corresponding.”

Usually this term refers to the terms of reference of a person or institution (TSB, vol. 22, p. 292). The principle of professional competence is one of the main ethical principles of the work of an educational psychologist ( detailed analysis Section 4.3 of this chapter will be devoted to professional psychological ethics). It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving this to more qualified specialists. For example, no teacher would think of performing an operation if a child has an attack of appendicitis, but for some reason some teachers consider themselves entitled to diagnose a student’s abilities and level of mental development without taking any measurements. Thus, they act unprofessionally and violate the boundaries of their competence. The result of such unprofessional judgments should be the student’s doubt about professional qualities teacher (at best) or his lack of faith in own strength, decreased self-esteem (in more serious cases).

How can the professional competence of a teacher-psychologist be demonstrated?

1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualifications. If the technique requires a higher level of qualification, then it is extremely important to replace the test with one that is easier to process or pass special training. The instructions for some methods (mostly Western) indicate the requirements for the user; A - the technique has no restrictions for use, B - The technique can only be used by specialists with higher psychological education, C - the technique should be applied by specialist psychologists subject to additional training.

To conduct, process and interpret the results of some techniques (for example, projective ones), even a higher psychological education is not enough. To correctly administer most personality and intelligence tests, one or two practice tests during college are not enough. Long-term (at least several weeks or months) training in their interpretation and careful compliance with the conditions are required.

In the process of training under the guidance of a person who has been skillfully applying the methodology for several years, one can learn to avoid subjectivity in assessment, to correlate the results obtained with theoretical concepts, which the developer adhered to, and interpret the results as objectively as possible. At the same time, training will make it possible to extract as much information as possible from the results of the technique.

2. Exactly the same requirement applies to consulting work. An educational psychologist does not have the right to use advisory approaches and techniques if he or she is not sufficiently skilled in them. There are several theoretical approaches to consultation. Achieving results depends on how professionally the psychologist applies the theory and techniques developed on its basis in his work.

When studying at a university, students receive knowledge sufficient to independent conduct all types of activities of a teacher-psychologist: diagnostics, training, individual and group counseling, incl. master methods based on various theories, but the knowledge gained is predominantly theoretical in nature.
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It takes time to adapt existing knowledge to the practice of working in a specific school, with specific groups of students. A novice psychologist usually spends two to three years on such adaptation. Only after this can we talk about primary professional experience. This process You can speed it up, for example, by constantly working with a mentor, observing the work of more experienced colleagues, or regularly engaging in reflection.

3. Competence will also be demonstrated if the educational psychologist refuses to conduct research or consulting in an area of ​​psychology that has not been sufficiently studied by him. Psychology is very vast; it is impossible to know all branches of it equally well. Just as in education, it is rare that a teacher can teach physics and literature equally well. It's the same in psychology. A person specializing, for example, in the field of career guidance, may have little understanding of medical or forensic psychology, a professional in the field of social psychology may have little knowledge of pathopsychology, etc. An educational psychologist who is able to admit that he is not an expert in any field , has genuine pedagogical tact and should under no circumstances be ashamed of his ignorance.

The main areas of work of an educational psychologist have been described above. Let us remind you that among them there are correctional, developmental, socio-pedagogical, managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual correctional or developmental work is better done introverts(people characterized by being self-focused), and for cultural, educational or social-pedagogical work, the opposite quality is often required - extroversion(outward facing), a competent specialist is proficient in all types of activities, some in high level, others – at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

4. The principle of competence assumes that an educational psychologist will use psychodiagnostic techniques or advisory techniques only after a preliminary check. Not all methods “measure” exactly what is indicated in the instructions for them, ᴛ.ᴇ. it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure the child's level of knowledge in school subjects, and therefore, using this technique, we can only say at what level the child has mastered the school curriculum, and not what his level of intelligence is.

Not all methods and tests are psychometrically tested. In order to prove that the technique measures exactly this quality (for example, IQ), long-term memory, temperament, etc.), carry out a special, lengthy and complex test. It is usually called psychometric (the word is derived from two Latin roots: ʼʼpsycheʼʼ - soul and ʼʼmetrosʼʼ - to measure). Psychometric testing shows how stable the results of the technique are to the influence of extraneous factors (for example, how much the result of a test for diagnosing attention depends on a person’s fatigue at the time of testing), how accurate the measurements are, for which groups of people the technique is intended, and how stable its results are when repeated. whether the result obtained during repeated testing will depend on random factors or will it show a person’s progress in developing a given quality, and a number of other indicators. Since these measurements are complex and require large quantity subjects and for a long time, not all teachers conduct them. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or such guidance is missing, it is advisable to replace the methodology with another, more reliable one, or conduct the test yourself.

The same applies to consulting techniques and methods that help solve the problem facing a psychologist in one case, and lead him to failure in another. In order to avoid mistakes and failures associated with the incorrect use of working methods and techniques, it is extremely important to conduct a preliminary test of them (on yourself, friends, familiar children, etc.).

5. Another result of compliance this principle– the teacher-psychologist has no fear of making a mistake and quickly corrects the mistakes made. All people make mistakes, even professionally competent ones. But good specialist differs from bad topics that he, firstly, notices his mistakes faster, since he uses reflection more often in his work, and, secondly, he will not persist in his mistake and will find ways to correct it, even if this threatens to reduce his performance at some point his authority.

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates different situations communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words both in order to support, encourage, and in order to scold or explain something. His focus is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by an educational psychologist due to the fact that he knows his own characteristics, is confident in himself and is able to quickly understand communication partners - their manner of conversation, characteristics of temperament and character, communication style, which helps him find convincing arguments for them . Social sensitivity is at the root of communication competence. general level human culture, knowledge of ideological and moral rules and patterns of social life.

World knowledge cultural heritage(literature, painting, music) helps to form stable moral standards of behavior and attitude towards the world and people, i.e. true competence in communication. At the same time, this knowledge helps to quickly understand the individual characteristics of students, and therefore find a common language with them, observing norms of behavior. An educational psychologist must be aware of modern ideological trends and the moral code of the society in which he lives, and about world ideologies. In this case, he will not only be able to reasonably decide for himself what ideological and moral principles adhere to, but also advise students when solving ideological issues and thereby gain lasting authority and respect With their sides. Social life includes not only the structure of national and local (regional, city) authorities, although the teacher-psychologist’s knowledge of their foundations is also important, but also the features of relationships in various social strata and groups (in production teams, families, between relatives, friends, service sector, leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also provide significant assistance.

Both general and communicative competence can increase with the accumulation of experience and can decrease if a person has stopped in his development and uses only previously accumulated knowledge and ideas.

Professional competence of a teacher-psychologist - concept and types. Classification and features of the category “Professional competence of a teacher-psychologist” 2017, 2018.

There is a huge amount of research on the problem of psychological and pedagogical competence of teachers, for example, in the works of psychologists B. G. Ananyev, K. K. Platonov, S. L. Rubinshtein, the basics of the psychological and pedagogical competence of a teacher are revealed in detail, and the research of V. S. Avanesov revealed various methods and means of diagnosing the level of professional competence of a teacher.

Despite the variety of existing research in this area, there is still a problem of existence in the education system low level psychological competence of teachers who do not take into account in their teaching activities psychological states students, their unique behavior, motives for learning and interpersonal relationships in the team, which gives rise to negative phenomena in the education system.

Therefore, the need to increase the level of professionalism of educators and develop their psychological competence is a fairly pressing problem. This problem can be successfully solved if we identify psychological and pedagogical conditions that contribute to increasing the level of psychological competence of the teacher.

The professionalism of a teacher includes a whole system of personal and professional standards that guide the teacher towards the effective implementation of his teaching activities.

A significant component of a professional teacher is his pedagogical and psychological competence. The activity of a teacher belongs to the “person-to-person” type and special meaning in its effective implementation belongs to the psychological competence of the teacher, which presupposes knowledge of the age characteristics of schoolchildren, methods effective interaction, patterns of student behavior, etc. The teacher must be psychologically educated and have knowledge about age psychological characteristics students because he is studying professional activity directly related to children. Besides. The teacher must have psychological competence, that is, he must be able to effectively use psychological education in practice.

Conditions for the formation and development of a teacher’s psychological competence

We believe that in order to increase the level of psychological competence, the teacher needs to know the conditions that contribute to the development and formation of the level of development of psychological and pedagogical competence.

In increasing the level of psychological competence of a teacher, self-education and the help of a psychologist in difficult situations play a huge role.

In addition, the study and analysis of theoretical and methodological material in this area allowed us to identify and formulate the main conditions for the formation and development of a teacher’s psychological competence:

1. Pedagogical tact- This mandatory compliance teacher of the principle of moderation in communicating with children in educational activities, which implies respect for students, attentiveness and trust, reasonableness in the requirements for completing educational tasks, and much more.

2. The ability to find the right approach to students and know their individual and psychological-age characteristics.

3. Ability and desire to work with children.

4. Interest in results of their professional activities.

5. When planning and organizing the educational process take into account the level of motivation of students and the completeness of their knowledge of the educational material.

6. The teacher must have the skills and abilities of organizational abilities.

7. Master your speech- it should be simple, clear and convincing in communication with students.

8. Be able to manage the mental state of students in the classroom. To do this, it is necessary to create a comfortable learning environment in the classroom and be able to see and distinguish mental condition children.

9. “Empathy” of the teacher, that is, the ability to feel emotional condition student, be able to empathize and respond to the child’s problem. The main thing here for the teacher is to understand the child’s condition and look at the situation from his position in order to find ways to solve the child’s problem.

And we would also like to especially mention such an important condition as teacher's ability to cooperate. That is, to increase the level of psychological competence of a teacher, it is necessary to be able to formulate one’s point of view, and to hear and listen to others. In addition, the ability to cooperate also lies in resolving disagreements using logical argumentation, without transferring disagreements into the plane of personal relationships.

It is also important teacher's external attractiveness, that is, the ability to win over students appearance and manner of behavior, because students receive information not only from the teacher’s speech, but also visually - they pay attention to the expression of feelings in the teacher’s facial and pantomimic movements. In addition, the teacher’s pleasant demeanor facilitates quick adaptation to any environment and facilitates the establishment of communication connections, which increases the level of impact on students.

We believe that compliance with the above conditions helps to increase the level of psychological competence of the teacher.

A highly competent teacher is a teacher with special kind worldview, capable of constructing predictive models of behavior, able to accept and assimilate the requirements of modern social reality, as well as reflect on the development of social reality. Psychological competence The teacher’s ability to realize the level of his own activity, his abilities, to know ways of professional self-improvement, to be able to see the reasons for shortcomings in his work, in himself, to desire self-improvement.

If the teacher makes it a rule to take into account and apply all the above conditions, then we believe that the teacher’s psychological competence will be formed quickly enough and it will be easier for him in his professional activities.

The identified and formulated conditions for increasing the level of psychological competence of a teacher can be applied by teachers and psychologists in their professional activities.

Bibliography

1. Lukyanova N.I. Psychological and pedagogical competence of the teacher. Developmental diagnostics. M., 2004.
2. Lazarenko L.A. Psychological competence of a teacher as a factor of professionalization // Modern high technology. - 2008. - No. 1 - P. 67-68
3. Zimnyaya I.A. Key competencies as a result-target basis of a competency-based approach in education. Author's version. - M.: Research Center problems of quality of training of specialists, 2004. - 27 p.
4. Terpigoreva S.V. Practical seminars for teachers / Psychological competence of educators. Issue 2. Publishing house: Uchitel, 2011. - 143 p.

Photo: Galina Voronko.