Abstract

The article actualizes the problem of purposeful provision of the competence approach in the process of professional and pedagogical training of future masters of psychology. The scientists' views on pedagogical competence were systematized. It was characterized as a multidimensional phenomenon of pedagogical reality, functioning in the context of the competence paradigm and defined as a set of theoretical knowledge, practical skills, attitudes, experience, personal qualities of a teacher, that gives the opportunity to acquire new knowledge, analyze the activities of participants in the educational process, make decisions. The pedagogical competence development in future masters of psychology is a multifactorial process that involves the realization of the potential of all educational components of the educational program. Considering this fact, the authors described psychological and pedagogical aspects of the pedagogical competence development in future masters of psychology during the implementation of the educational component «Psychology and pedagogy in higher education». The following didactic conditions of work with applicants for higher education have been implemented: has been introduced interactive learning technologies, aimed at ensuring effective subject-subject interaction between all participants in the educational process; it has been used project technologies. The psychological practice ensured the approximation of training to the conditions of practical activity of masters of psychology and testing of each master student in the roles of teacher, psychologist, etc. This paper briefly characterized the content, forms and methods of training the future masters of psychology for teaching and give examples of tasks that contribute to the development of all components of pedagogical competence in higher education students. It was found that the greatest interest of future teachers of psychology showed in the process of discussing problematic issues and solving psychological and pedagogical problems, in writing essays, in conducting research using test methods. The content and types of independent and research work of future teachers of psychology were presented. The authors conclude about expediency and efficiency of realization of the introduced psychological and pedagogical aspects of the pedagogical competence development for future masters of psychology. Prospects for further exploration in this direction are to identify effective mechanisms to ensure the individualization of training the future teachers of psychology in the condition of distance learning.

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