6.3. Stages professional development and development of an educational psychologist An educational psychologist needs to know his individual characteristics and how they manifest themselves at a certain stage of professional development. This knowledge is needed in order to assess what

Chapter 13 Mind, intelligence, competence The relationship between the concepts of “mind” and “intelligence” Study various sources, in which these concepts are considered, made it possible to establish certain relationships between them.1. Intelligence is the mind, and the mind is the most important manifestation

CHAPTER 4 PROFESSIONAL TRAINING AND ACTIVITY OF PSYCHOLOGY AND PRACTICAL TEACHER

Recognize Their Authority and Competence Let's say you're trying to convince an uncooperative boss to change his mind on a work issue. He may think that you are challenging his authority and competence. Are you implying that he is in something

CHAPTER I. Theoretical and methodological foundations for studying the influence of reflection on overcoming the professional deformation of a teacher’s personality 1.1 the problem of professional reflection of a teacher in domestic and foreign psychology Development of professional reflection of a teacher in

6.2. Professional competence of police officers Currently, in assessing the work of law enforcement agencies, the problem of professional competence and reliability of employees is brought to the fore. This problem is due to a number of factors that

Universal Competence It is impossible to predict where life experience will lead you. Another example of how a new path opens up for a person only after thoroughly mastering the previous role is the story of Alfred Kinsey, author of the acclaimed book

Competence and Experience Wisdom requires a certain amount of competence and intelligence; we need tools with which we can work, knowledge and skill. However, the source of wisdom is how we use our knowledge and competence. Without knowledge and competence

Competence is the ability to apply knowledge, skills, and successfully act on the basis of practical experience in solving general problems, also in a certain broad area.

Professional competence is the ability to successfully act on the basis of practical experience, skills and knowledge in solving problems of a professional activity.

Competence is understood as a set of personal qualities, as well as professional knowledge, skills and abilities.

Competencies are requirements of external and internal environment organizations formulated taking into account the needs (expectations) of society and employers for specialists with a certain set of characteristics. And competence is a complex of already formed competencies, manifested in a specialist’s ability to solve problems and readiness to fulfill his role in a particular field of activity.

Competence: awareness, experience, ability to make informed decisions in some area of ​​activity.

Professional competence is a quality, property or state of a specialist that ensures, together or separately, his physical, mental and spiritual compliance with the needs, requirements, requirements of a certain profession, specialty, specialization, qualification standards, occupied or performed official position.

Consequently, the concepts of “competence” and “competence” are in a relationship in which competence is ensured by a certain set of competencies.

Professional competence is an integral characteristic that allows one to judge the level of preparedness of a psychologist and his ability to perform job functions.

A professional specialist is a person who has achieved a high level of performance of his duties in the main area of ​​functioning of the institution in which he works. Thus, professionalism is a special property of people to systematically, effectively and reliably carry out complex activity in a wide variety of conditions. Having understood the essence of the professional competence of a practical psychologist and his professionalism, we can move on to the question of how to achieve its desired level?

To solve this problem, the authors propose an approach, for the implementation of which one should use the acmeogram of a practical psychologist. The developed acmeogram is a model of a practical psychologist as a professional and reflects the system of requirements placed on him, compliance with which ensures the productive performance of his functions in real conditions, and also contributes to the constant development and realization of his creative potential.??????

The acmeogram of a practical psychologist presents objective and subjective characteristics of his work. Objective characteristics include goals and objectives. To implement them, it is objectively necessary to perform certain functions. Consequently, functions also refer to the objective characteristics of a psychologist’s work. The subjective side of this work is presented in the acmeogram through knowledge, skills, professional positions, psychological qualities and acmeological invariants. Let's look at the subjective characteristics in more detail.

Professional knowledge how objectively necessary information about all aspects of the work of a practical psychologist are made up of general and specific components required by practice. They form the basis for the formation of a psychological and pedagogical culture and directly the technology for achieving the desired results of work by a psychologist. Knowledge by a practical psychologist of the general features, features and specifics of his professional activity, its structure, content and practice is a necessary prerequisite for its successful implementation.

Professional skills represent the actions and methods of work of a psychologist used by him to implement responsibilities and functions in the process of activity. He needs to be able to objectively and comprehensively analyze real conditions and factors, goals and objectives of the client’s work and life; plan and effectively carry out socio-psychological work in accordance with scientific recommendations, laws and interests of an individual, group, society; systematically study and objectively evaluate the results of socio-psychological activities, as well as implement measures to optimize them. It is equally important to have the ability to effectively carry out primarily those activities that play a decisive role in achieving the intended goal. At the same time, it is very important to acquire skills of an increasingly higher order.

The basic components for developing skills are skills. Among the important skills are the ability to regulate one’s mental activity and mental states, mobilize opportunities and psychological resources, carry out the entire complex of activity elements that form an integral technology for the productive professional work of a psychologist.

The psychological qualities of a practical psychologist are a combination of active elements psychological resource, each of which is uniquely manifested in his activities. They cover the features of professional thinking and consciousness, reflection and self-esteem, goal setting and motivational sphere, interconnections, relationships and practical actions. The most significant psychological qualities of a practical psychologist are: analytical-constructive way of thinking and independence of judgment; sensitivity and insight; emotional-volitional stability and patience; resistance to stress and ability to adapt to different conditions and factors of fulfilling duties both in the unified context of the client’s work and life, and when conducting independent targeted activities; empathy and reflection; general psychophysical activity.

The professional position of a psychologist determines his orientation, place and role in the process of the activity prescribed to him. As a stable system of relationships, it expresses his self-esteem, level of professional aspirations, motivation for activity and understanding of his purpose. This general side of it is complemented by specific situational elements that are preferable when performing activity functions of a diagnostic, developmental, therapeutic, corrective, consulting, analytical, control-evaluative and other nature.

The acmeological invariants of a practical psychologist are constant involvement in the decision-making process, foresight, insight, personal aspirations, achievement motivation, self-regulation and others previously unclaimed professionally important qualities and individual characteristics.

It should be noted that the use of acmeogram as the most complete system description The professional competence of a practical psychologist allows not only to highlight its desired components, but also to identify those that interfere with productive activity.

Thus, analysis of professional activity using acmeogram indicators allows us to obtain a comprehensive assessment of his professional competence.

It is quite obvious that professional competence is a core component of specific activities and work in general. It is this that is the determining factor in achieving the desired results.

A teacher-psychologist, as a specialist, is presented with a number of requirements that he must meet. A teacher-psychologist must be prepared to:

1. Carrying out professional activities aimed at psychological support educational process, personal and social development students;

2. Promote socialization and formation general culture personality, conscious choice and mastery of educational programs;

3. Promote the protection of individual rights in accordance with the Convention on the Rights of the Child;

4. Promote harmonization social sphere educational institution;

5. Implement measures to form the psychological culture of students, teaching staff and parents;

6. Develop correctional and developmental programs taking into account personality characteristics;

7. Conduct psychological diagnostics various profiles and purposes and the necessary psychological and pedagogical correction;

8. Implement psychological support creatively gifted students.

In addition, the educational psychologist must know:

1. The Constitution of the Russian Federation.

2. Laws of the Russian Federation, decisions of the Government of the Russian Federation and educational authorities on educational issues.

4. Convention on the Rights of the Child.

5. Regulatory documents regulating issues of labor protection, health care, career guidance, employment of students and their social protection.

6. General educational psychology, general pedagogy, personality psychology and differential psychology, children's, developmental, social, psychology, pathopsychology, basics of psychotherapy, career guidance, vocational studies and occupational psychology, psychodiagnostics, psychological counseling, MASPO, etc.

It is important for an educational psychologist to observe ethical principles in his work.

Professional ethics– a set of norms and rules (principles) governing the behavior and communication of people in a certain area of ​​professional activity.

The following most general professional and ethical principles can be identified:

1. The principle of professional competence - an educational psychologist must solve only those issues in which he is professionally knowledgeable, for which he is theoretically and practically prepared;

2. The principle of consumer well-being – protecting the rights of those who resort to psychological services;

3. The principle of confidentiality - information obtained by a teacher-psychologist in the course of work must remain confidential and not be passed on to other people without the consent of the person concerned, unless the information does not pose any threat to another person;

4. The principle of necessity and sufficiency of the information provided - providing only that information that is necessary and sufficient to solve certain problems;

5. The principle of scientific validity and objectivity lies in the use of only valid and reliable methods and techniques;

6. The principle of responsibility - the educational psychologist is responsible for the organization, progress and results of a psychological examination, for any decision made regarding the client;

7. The principle of ensuring the sovereign rights of the individual – voluntary participation in a psychological examination, the right to know the results of the examination;

8. The principle of attitude and respect towards the client is accepting the client as he is;

9. The principle of no harm to a person (do no harm!) - the activities of an educational psychologist should not harm the client’s personality.

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 (Section 4.3 of this chapter will be devoted to a detailed analysis of 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 in the professional qualities of the teacher (at best) or his lack of confidence in his own abilities, a decrease in 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 undergo 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 adherence to the conditions are required.

In the process of training under the guidance of a person who has been skillfully using the methodology for several years, one can learn to avoid subjectivity in assessment, relate the results obtained to the theoretical concepts adhered to by the developer, 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 independently carry out 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.
Posted on ref.rf
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 can be accelerated, 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 masters all types of activities, some at a 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 a 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.), a special, lengthy and complex test is carried out. 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 a large number of subjects and a long time, not all teachers carry them out. 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 work methods and techniques, it is extremely important to conduct a preliminary test of them (on yourself, friends, familiar children, etc.).

5. Another result of adherence to this principle is the absence of fear in the educational psychologist of making a mistake and the quick correction of mistakes made. All people make mistakes, even professionally competent ones. But a good specialist differs from a bad one in that, firstly, he 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 at some point with a decrease in 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 various communication situations, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, and finds the right words in order to support , to encourage, and 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 . The root of competence in communication lies in social sensitivity, the general level of a person’s culture, and his knowledge of the ideological and moral rules and patterns of social life.

Knowledge of the world 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 be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to 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.

K. V. Tyryshkina

RESEARCH COMPETENCE AS A PSYCHOLOGICAL AND PEDAGOGICAL CATEGORY

Global changes that occurred during last years in all spheres of life, and also affected the education system. The concept of “competence-based approach” has become particularly widespread in this system. The meaning of this approach has not yet been established; we can only highlight some of its essential features:

Totality general principles determining the goals of education, selecting the content of education, organizing the educational process and assessment educational results(O.E. Lebedev);

The ability of an individual to independently select and the ability to use already accumulated knowledge in various situations and areas of life (A.L. Andreev);

Mastery of knowledge and skills in a complex (A.V. Khutorskoy);

Focus not only on the assimilation of knowledge, but also on the methods of this assimilation, on ways of thinking and activity, on the development of cognitive powers and creative potential of students (V.A. Dalinger).

Within the competency-based approach, there are two basic concepts"competence" and "competence". In modern pedagogical science There are no established definitions of these concepts and each researcher interprets them differently. Russian researchers I.G. Agapov, N.V. Bagramova, V.V. Serikov and others consider these concepts as synonymous. However, A.Zh. Zhafyarov, I.A. Zimnyaya, A.V. Khutorskaya propose to distinguish between the concepts of “competence” and “competence”. We also adhere to this point of view and distinguish between these concepts. By the term “competence in a given field” we mean the name of a type of human activity, the essence of which is the need to solve specific problems in this field (A.Z. Zhafyarov). The term “competence” means the level of mastery of the relevant competence; it characterizes the personality, is the result of the formation of knowledge and experience of the subject, semantic and socially significant orientations (A.Zh. Zhafyarov).

As a result, we can conclude that every graduate of any educational institution must have an appropriate set of key competencies. One of the leading places in this set is occupied by research competence.

The concept of research competence at the everyday level can be associated with the ability to find an answer to a creative, research problem with an unknown solution, which involves mastering the main stages of activity characteristic of research in scientific field. A. A. Ushakov in his work “Development of research competence of students of a specialized school as a personally meaningful experience in the implementation of educational research activities" gives the following definition of research competence: "... an integral quality of personality, expressed in the readiness and ability to independent search solving new problems and creative transformation of reality based on a set of personally meaningful knowledge, abilities, skills, methods of activity and value systems.” There are completely different interpretations of this concept:

Research competence is considered as the ability and research skills associated with analysis and evaluation scientific material(N.I. Plotnikova);

Research competence is a special functional system psyche and the associated integral set of human qualities, providing him with the opportunity to be an effective subject of this activity (E.V. Berezhnova).

From our point of view, a more complete definition of research competence will be considered the definition of A.A. Ushakov, which is presented above.

The development of this competence occurs through the development of its individual components. Based on an analysis of the literature, we can identify the following components of research competence:

1. Motivational and value-based (the student understands the need and importance of approaching problem solving from a research, creative position).

2. Cognitive (knowledge of the structure, methods of solving a research problem).

3. Activity:

Operational (a hypothesis is put forward and proven; the result is analyzed);

Organizational (activities are planned: time and means of activity are used rationally);

Cooperation (work in a group; mutual assistance and mutual control);

4. Reflective-evaluative (analysis and evaluation of one’s activities).

Based on the presented components, the development of students’ research competence in the educational process will occur effectively if the following pedagogical conditions are created:

The content of education is focused on developing students’ readiness for research activities and satisfies the principles of problem-solving, diversity and multifunctionality, aimed at developing universal methods cognitive activity;

The organization of the educational process puts the student and parents in active position a researcher who masters universal methods of cognitive activity is involved in critical analysis, selection and construction of personally significant content of research activity;

The teacher supervises the research activities of students and provides psychological and pedagogical support for them on the basis of his preparedness for such work.

Thus, research competence is a personality quality that is expressed in the ability to independently understand reality, readiness to find solutions to problems and contradictions that have arisen, and finding the most rational ways to achieve goals. The development of this competence in the learning process is one of the main tasks of the teacher, since modern society determines the objective need for active, creative personalities, capable of navigating non-standard situations, quickly adapting and adjusting to changes in society.

Bibliography:

1. Lebedev O. E. Competence-based approach in education / O. E. Lebedev // School technologies. - 2004. - No. 5. - P. 3-12.

2. Andreev A. L. Competence-based paradigm in education: experience of philosophical and methodological analysis / A. L. Andreev // Pedagogy. - 2005. - No. 4. - P. 19-26.

3. Khutorskoy A.V. Key competencies as a component of the personality-oriented paradigm of education / A.V. Khutorskoy // Public education. - 2003. - No. 2. - P. 58-64.

4. Dalinger V. A. Competence-based approach - An alternative to the extensive path of development of the education system / V. A. Dalinger // Fundamental Research. - 2007. - No. 10. - P. 46-47.

5. Zhafyarov A. Zh. Competence-based approach to studying school course algebra / A. Zh. Zhafyarov // Pedagogical education and science. - 2011. - No. 8. - P. 64-68.

6. Ushakov A. A. Development of research competence of students of a specialized school as a personally meaningful experience in carrying out educational and research activities / A. A. Ushakov // Bulletin of the Adygea State University. - 2008. - Issue. 5. - pp. 123-126.

Send your good work in the knowledge base is simple. 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.

Posted on http://www.allbest.ru/

Course work

Competencies developed by psychologists in the Federal State Educational Standard of Higher Professional Education

Introduction

Main part

1. Characteristics of competencies

Conclusion

Bibliography

Introduction

The relevance of the study is due to several factors.

Firstly, despite the fact that Russian theory and the practice of higher education has a huge potential for methods, forms and means of teaching, the main type of training is, as before, verbal type: use of oral and printed word, when the teacher acts mainly as an informant and controller of students. It is obvious that in the light of modern requirements for a graduate, which are formed under the influence of the situation on the labor market and processes such as the acceleration of the pace of development of society and the widespread informatization of the environment, the authoritarian-reproductive education system is outdated. Education focused only on acquiring knowledge means in the present time focusing on the past.

Secondly, in a changing world, the education system must develop new graduate qualities such as initiative, innovation, mobility, flexibility, dynamism and constructiveness. A future professional must have a desire for self-education throughout his life, master new technologies and understand the possibilities of their use, be able to make independent decisions, adapt in the social and future professional sphere, solve problems and work in a team, be prepared for overload, stressful situations and be able to get out of them quickly.

Raising such a social and professional active personality requires teachers of modern higher education to use completely new methods, techniques and forms of work. To create a competent graduate in all potential significant areas vocational education and life activity itself, it is necessary to apply active methods training, technologies that develop, first of all, the cognitive, communicative and personal activity of students.

One of the promising directions in terms of solving this problem is the implementation of a competency-based approach.

The competency-based approach in vocational education is not a tribute to the fashion of inventing new words and concepts, but objective phenomenon in education, brought to life by socio-economic, political-educational and pedagogical prerequisites. First of all, this is the reaction of vocational education to changed socio-economic conditions, to the processes that emerged along with the market economy. The market places a whole layer of new requirements on a modern specialist, which are not sufficiently taken into account or not taken into account at all in specialist training programs. These new requirements, as it turns out, are not strictly connected with one discipline or another; they are of a supra-subject nature and are universal. Their formation requires not so much new content (subject), but rather different pedagogical technologies. Some authors call such requirements basic skills (V.I. Bidenko), others - supra-professional, basic qualifications (A.M. Novikov), and still others - key competencies (A.V. Khutorskoy, E.F. Zeer, etc.). That is why today a number of scientists (V.A. Bolotov, V.V. Serikov, G.K. Selevko, A.V. Khutorskoy) highlight a competency-based approach to education, the main criteria of which are considered to be students’ acquisition of experience of independent activity and personal responsibility.

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

Now large scientific-theoretical and scientific-methodological works have already appeared, which analyze the essence of the competency-based approach and the problems of forming key competencies at different levels of the education system, for example, the works of A.V. Khutorskoy, V.I. Bidenko, V.A. Bolotova, S.A. Druzhilova, E.F. Zeera, I.A. Zimnyaya, V. Landsheer, O.E. Lebedeva, I. Osmolovskaya, A. Petrova, S.B. Serebryakova, M.A. Choshanova and others.

In 2009, the Ministry of Education and Science of the Russian Federation issued an order, signed by the Minister of Education A. Fursenko, “On the approval and implementation of the federal state educational standard of higher professional education in the field of training 050400 Psychological and pedagogical education (qualification (degree) “bachelor” )". According to this order, the federal state educational standard came into force on January 1, 2010.

The object of the course work is the 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-9, OPK-6, PKPP-4, PKSPP-2, PKSP-4, PKD-6.

The purpose of this course work is to analyze the competencies of the educational standard in the direction of “Psychological and pedagogical education”, qualification “bachelor”.

1. Characterize each competency analyzed.

2. Describe the significance of each competency when receiving education in the “Educational Psychologist” profile.

3. According to the bachelor’s training plan, consider which academic disciplines each competency can be developed in, how many total hours are devoted to studying this discipline.

4. Reveal the structure of each competency under consideration.

5. Present the planned ones - at a threshold level and at an increased level.

The course work consists of an introduction, six chapters, each of which is devoted to a specific competency, a conclusion and a list of references.

student psychologist general cultural competence

Main part

1. Characteristics of competencies

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).

General cultural competence OK-9 stipulates that the graduate is “able to understand the principles of organizing scientific research, methods of achieving and constructing scientific knowledge.”

This competency refers to the ability of students to apply theoretical and experimental research methods to achieve and construct scientific knowledge.

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 form a holistic worldview and scientific worldview of students;

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;

The need for students to master general scientific methods and research techniques at both empirical and theoretical levels.

This competence is formed in the process of studying disciplines of cycles B1, B2 and B3:

Philosophy;

Foreign language;

Mathematics;

Modern information technologies;

Anatomy and age physiology;

Fundamentals of pediatrics and hygiene;

Workshop on modern information technologies;

Course work on PC;

Multicultural education;

Social pedagogy;

Pedagogical psychology;

Introduction to psychological and pedagogical activities;

Pedagogy;

Organization of children's recreation;

Psychological and pedagogical support of developmental educational programs.

That is, the OK-9 competence is formed in students while studying 18 disciplines.

OK-9 competency 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 methods research; 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 OK-9 competence among university graduates.

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).

The general professional competence of GPC-6 provides that the graduate is able to organize joint activities and interpersonal interaction subjects of the educational environment.

This competence means: adequate self-esteem, alignment interpersonal relationships, correlation of personal and group values ​​/ interests, teamwork, fulfillment of certain roles and responsibility for the overall result.

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 need to prepare graduates who have the skills to work in a team (help, support, approval of each other’s efforts); having the necessary social skills(leadership, communication, conflict management); able to bear individual responsibility for working in a team.

Social Psychology;

Educational programs for preschool children;

Methodology and methods of psychological pedagogical activity;

High quality and quantitative methods psychological and educational research;

Psychological and pedagogical interaction of participants in the educational process;

Psychological and pedagogical correction;

Workshop on general and experimental psychology;

Psychological and pedagogical workshop;

Educational and industrial practice;

Final state certification.

That is, the competence of OPK-6 is formed by studying 11 disciplines.

The structure of competence “is able to organize joint activities and interpersonal interaction of subjects of the educational environment”:

Bachelor knows

Basics of organizing work in a team (team work);

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

Experience working in a team (team), controlling skills (evaluating collaboration, clarifications further actions etc.).

Planned levels of competence development among university graduates

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 PKPP-4 is defined as “capable of reflecting on the methods and results of one’s professional actions.”

This competence is understood as: the ability to perform professional activities, perform certain roles and responsibility for the overall result, has the motivation to carry out professional activities.

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 need to prepare graduates who are able to bear individual responsibility for working in a team.

Qualitative and quantitative methods of psychological and educational research;

Professional ethics in psychological and pedagogical activities;

Psychology of family and family education;

Methods of active social and psychological training of children.

That is, the competence of PKPP-4 is formed by studying four disciplines.

The competency structure is “capable of reflecting on the methods and results of one’s professional actions”:

Bachelor knows:

Regulatory framework modern education related to the teacher’s responsibility in teaching activities;

Theoretical foundations of pedagogical activity;

External forms of control that ensure responsibility for the results of its activities (accountability, punishability, etc.), and internal forms self-regulation of his activities (sense of responsibility, sense of duty).

Apply general professional knowledge to perform specific roles;

– actualize your potential to achieve positive results in professional activities.

– personal qualities, such as responsibility, tolerance, humanity;

– methods and techniques for reflecting on one’s teaching activities;

– skills of self-monitoring of the results of professional activities from the standpoint of compliance with accepted norms and rules.

Planned levels of development of PKPP-4 competence among university graduates:

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

The competence of PKSPP-2 is defined as “ready to apply recommended methods and technologies that allow solving diagnostic and correctional-developmental problems.”

This competence is understood as a university graduate’s proficiency in technologies and methods for solving diagnostic, correctional and developmental problems, taking into account the specifics of the field of subject knowledge and the type of educational institution.

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 need to form and develop the student’s professional competence in the field of practical psychological and pedagogical activity.

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

Defectology;

Psychology of children with intellectual disabilities;

Pathopsychology;

Psychological service in education.

That is, this competence is formed by studying four disciplines.

Bachelor knows

The essence of modern methods and technologies, including information ones;

Analyze information from the perspective of the problem being studied;

Use modern methods and technologies, including information technologies, to solve diagnostic and correctional and developmental problems;

Technologies for solving diagnostic and correctional-developmental problems.

Planned levels of development of PKSPP-2 competence among university graduates

The federal educational standard stipulates that a graduate must have professional competencies in the field of social and pedagogical activities (PCSP).

The competence of PKSP-4 is defined as “able to participate in the development and implementation of socially valuable student activities, the development of social initiatives, social projects.”

The competence of PKSP-4 is understood as free orientation in the historical and cultural space; determination of goals, objectives, principles of organization various forms socially valuable activities of the population; implementation pedagogical leadership and programming of developing forms of socially valuable activities and social initiatives of various categories of the population, as well as the ability to develop and implement socially significant projects.

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

The need to train graduates who are able to demonstrate an understanding of the essence of socially valuable activities;

Able to create various socially significant projects;

Determine the effectiveness of socially valuable activities.

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

Theory of training and education;

History of pedagogy and education;

Multicultural education;

Developmental psychology.

That is, the competence of PKSP-4 is formed by studying four disciplines.

Competence structure “is able to participate in the development and implementation of socially valuable activities of the student, the development of social initiatives, social projects”:

Bachelor knows

Current state and trends in the development of social initiatives;

Develop and implement socially significant projects;

Experience in using modern technologies in practical socially valuable activities.

Planned levels of development of PKSP-4 competence among university graduates

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

The competence of PKD-6 is defined as “able to interact with families, teachers and psychologists of an educational institution on issues of upbringing, training and development of preschool children.”

This competence is understood as the ability to build a system of one’s own actions aimed at organizing interaction with the family, teachers and psychologists of an educational institution.

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 need to train graduates with the following skills:

Inclusion of families, teachers and psychologists in the process of setting goals, in planning and implementing plans, in the process of self-control, self-analysis and self-assessment of performance results;

Joint analysis of activities, design of a system of one’s own actions and the actions of colleagues.

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

Professional ethics in psychological and pedagogical activities;

Psychology of family and family education.

That is, this competence is formed by studying two disciplines.

Competency structure “is able to interact with families, teachers and psychologists of an educational institution on issues of upbringing, training and development of preschool children”:

Bachelor knows

Theory of training and education;

Check and evaluate the level of training, education and development of preschool children;

Statistically process data, analyze it, identify dynamics and trends;

Forecast further development events in the training, development and upbringing of preschool children;

Skills for testing, assessing the level of training, education and development of preschool children;

Skills in data processing, analysis, identifying dynamics and trends;

Skills in predicting further developments in the training, development and upbringing of preschool children.

Planned levels of PKD-6 competence development:

2. Characteristics of the work experience of psychologists

Competence OK-9: “able to understand the principles of organizing scientific research, methods of achieving and constructing scientific knowledge.”

In the article “Energy of Unification” (“ School psychologist" 2002. No. 10) educational psychologist Mikhail Troshagin tells his experience of organizing scientific research, which he conducted in a group of mutual psychological assistance. Quote from the article: “A group of mutual psychological assistance is being created in Vysokoklyucheva high school. The group is led by an educational psychologist. Membership in the group is voluntary. The group may include students in grades 8-11 who agree to perform the duties of a group member. A group can work with no less than 8 people and no more than 16 people.” Next, the author describes his step-by-step Scientific research, which culminated in writing a dissertation and a PhD in psychological sciences.

Competence of OPK-6: “able to organize joint activities and interpersonal interaction of subjects of the educational environment.”

In the article “Collaboration” (“School Psychologist.” 2003. No. 19), a teacher-psychologist at a school in Svobodny talks about the psychologist’s cooperation with school teachers and administration. Quote from the article: “To solve serious school problems students, I, as an educational psychologist, always need to work together with the class teacher and parents, we are all involved in general program actions. Psychological work at school requires serious pedagogical support: this includes the development or correction of interpersonal relationships in the classroom, and individual problems of children, and psychological training. For many years we have had close cooperation with teachers junior classes Natalya Gudkova, Irina Kolesnikova and others, the deputy helps a lot in their work. director of primary school Natalya Dutnaya. Every time we are convinced that with such cooperation the methodological knowledge of both parents, teachers and psychologists is enriched.”

Competence of PKPP-4: “capable of reflecting on the methods and results of his professional actions.”

In the article by N.L. Rosina “Problems and opportunities for the development of reflection in the training of a psychologist”, the author examines in detail the method of reflection and the features of its application in the training of future psychologists. Email address of the article: http://bibliofond.ru/view.aspx?id=9346. Quote from the article: “This article is devoted to highlighting the main problems that impede the full development of reflection in educational activities students and determining the teacher’s capabilities in terms of intensifying the development of this process. ... Mastering a reflective position on the student bench is actually feasible, provided that educational process the university will be built as a joint productive activity in accordance with the principles of innovation strategy and technology.”

In the article “Trust or Manage” (“School Psychologist.” 2006. No. 18), the author talks about psychological training and the methods and technologies that he uses in his practical work psychologist. Quote from the article: “Practical psychology has been penetrating various areas of our lives in recent years. Of course, one of its most popular and practically applicable areas is psychological training. In recent years, such trainings (both socio-psychological and personal) have gained quite wide popularity, penetrating various areas of our lives: business (sales training, effective communication, etc.), education (training of various skills, conflict resolution, etc.). ) and many others. Trainings personal growth have also become an integral part of psychological education. In line with the socio-psychological adaptation of modern youth, psychological training with teenagers is also an important element.”

Competence of PKSP-4: “able to participate in the development and implementation of socially valuable activities of the student, the development of social initiatives, social projects.”

In the article “Pictures from the Competition” (“School Psychologist.” 2006. No. 1), the author, an educational psychologist at one of the schools in the city of Orel, talks in detail about the competition of social initiatives, in which the students of his school took a prize. The author talks about how he, together with teachers, prepared the children for this competition.

Competence of PKD-6: “able to interact with families, teachers and psychologists of an educational institution on issues of upbringing, training and development of preschool children.”

The experience of psychologists in applying the PKD-2 competence is described in the article “Psychological support educational process at the preschool educational institution, where the teacher-psychologist kindergarten tells about how it is carried out in their kindergarten psychological support educational process and implements the professional tasks of the correctional and developmental program, in which the interaction of all kindergarten workers and outside specialists is carried out, as well as the involvement of parents in joint activities.

Conclusion

So, the modern Federal State Educational Standard of Higher Professional Education in the field of training 050400 “Psychological and Pedagogical Education” qualification “Bachelor” is based on a competency-based approach.

IN course work six competencies that are mandatory for students to develop according to the Federal State Educational Standard were examined in detail Higher professional education of the third generations. Those academic disciplines in which these competencies can be developed throughout the entire period of study for a bachelor’s degree in educational psychology were also spelled out.

The new philosophy of higher professional education is distinguished by its focus on ensuring High Quality training of a specialist, formation of his competence. In modern world educational practice, the concept of competence acts as a central, “nodal” concept, 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, it 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 the educational process.

According to authoritative experts, the competency-based approach is the methodological foundation of a new, emerging paradigm of higher professional education in Russia. Thus, V. A. Bidenko notes that in vocational education today there is a shift from a qualification-based approach to a competency-based one. The qualification approach assumes that the professional educational program is linked to the objects (subjects) of labor, correlates with their characteristics and does not indicate what abilities, readiness, knowledge and attitudes are optimally related to the effectiveness of a person’s life. Qualification means the predominance of framework activities in stable professional fields and algorithms. Competence meets the requirements of “floating” professional boundaries, the dynamics of professions, their globalization, and the destruction of professional silos.

This does not exclude the requirement for a high level of professionalism in specific subject areas. Competencies presuppose contextual appropriateness of activity, contextual creativity, contextual-role self-organization, self-management, self-assessment, self-regulation, self-correction, self-positioning.

To summarize the above, it should be emphasized that the analysis of learning outcomes/competencies is the only reliable way to compare the training and study programs offered by higher education institutions. educational institutions,. By defining appropriate learning outcomes, standards can be set that cover the level and content of theoretical knowledge of the discipline, skills, and general academic or transferable competencies. To make the program more transparent and comparable at European level, it is necessary to formulate learning outcomes/competencies for each recognized qualification. These learning outcomes must be recognizable and assessable in the program selected for the qualification. Learning outcomes should be formulated not only at the level of formal qualifications, but also at the level of modules or courses. Clear learning outcomes make it easier to transfer and accumulate credits, and to accurately indicate achievements for which credits are or have been awarded.

Bibliography

1. Zimnyaya I.A. Key competencies - new paradigm educational results // Higher education Today. - 2003. - No. 5. - P.34-42.

2. Ignatieva E.A. General cultural competencies as a result-targeted basis for a competency-based approach in higher school// Access mode: http://jurnal.org/articles/2011/ped17.html

3. Competencies in education: design experience: collection of scientific papers. tr. / ed. A.V. Khutorskogo. - M.: Scientific and implementation enterprise "INEK", 2007. - 327 p.

4. Competence-based approach to teacher education/ Ed. V.A. Kozyreva, N.F. Radionova - St. Petersburg, 2004. - 164 p.

5. Morozova O.M. Formation of key competencies of students // Access mode: http://www.sch1948.ru/metodobedinenie/302-morozova.html

6. Raven J. Competence in modern society: identification, development and implementation / Transl. from English - M.::Cogito-Center, 2002.

7. Modern approaches towards competency-based education: Seminar materials / Ed. A.V. Velikanova. - Samara, 2010.

Posted on Allbest.ru

Similar documents

Planned levels of competence development among university students at threshold and advanced levels. Conditions for a student to acquire competence as a result of professional education. The essence of general cultural and professional competencies.

course work, added 06/28/2012


The significance and structure of each competency in obtaining education in the profile "Educational Psychologist". Features of the formation of professional competence among students. Formation of competencies in the process of studying academic disciplines at the university.

course work, added 06/28/2012


The main provisions of the Federal State Educational Standard for Professional Education in the profile “Psychological and Pedagogical Education” for the “Bachelor” qualification. General cultural competencies of graduates and a description of the work experience of psychologists.

course work, added 06/18/2012


Genesis of methods for assessing the significance of competencies, assessing the quality of training of students and graduates. General cultural and professional competencies. Competencies of the mechanical engineering cluster. Analysis of the competitive state of the university in a market environment.

thesis, added 10/13/2015


Characteristics of the professional activities of bachelors in the specialty "Psychological and pedagogical education." Requirements for the results of mastering basic undergraduate educational programs. Experience of teachers in applying competencies in their work.

course work, added 06/18/2012


The concept and connection between “inclusion” and “social competencies”. Principles and problems of inclusive education related to social competencies. Competencies of inclusive education in the Russian Federation. The concept of modernization of Russian education for the period until 2010.

test, added 02/29/2016


Characteristics and analysis of competencies of the educational standard in the direction of "Psychological and pedagogical education." Basic principles of teaching methods within the framework of the competency-based approach in higher education. Experience of psychologists in the application of competencies.

course work, added 06/28/2012


Essence and structural components educational competence. Key competencies of domestic and European education. The need to master methods of physical, spiritual and intellectual self-development. Technology for constructing competencies.

presentation, added 03/23/2015


dissertation, added 05/09/2015


The concept and tasks of competence or the personal ability of a specialist to solve a certain class of professional problems. Development of competencies in the field of future professional activities of students. Key competencies in the field of information technology.