Abstract
The formation of professional culture of an individual is one of the most important conditions for changing the system of training qualified educational psychologists. This article aims at studying the main prerequisites for effective building of professional culture of young specialists in the field of educational psychology.The research collected data from previous researches and analyzed them using content analysis. The analysis show that future specialists’ positive motivation to work is one of the key aspects that contribute to successful development of his/her competence and professional culture. The higher educational institution is an important factor for the formation of a new value system and should use its educational potential to form the proper attitude of future educational psychologists to the future professional activity.
 
 Keywords: competence practical psychology; professional activity; student’s preparedness; teacher-psychologist; professional development.
Highlights
The introduction of the professional standard “Educational psychologist” increases the requirements for the personality of this sphere
The content of professional psychological and pedagogical activities aimed at solving problems of mental and personal development of children, providing psychological assistance to children in the field of education, necessitates consideration of the significance of the problem of forming professional culture in the activities of future educational psychologists (Sladkova, 2017)
Kosareva (2010) states that the specifics of the modern labor market are determined by the lack of qualified psychologists in the industrial and social sphere, despite the fact that every year higher educational institutions produce a significant number of specialists in the field of psychology
Summary
The introduction of the professional standard “Educational psychologist (psychologist in the field of education)” increases the requirements for the personality of this sphere. The growth of requirements for the professional activity of an educational psychologist leads to dissatisfaction with the professional self-realization of educational psychologists themselves, including due to the lack of personal confidence in their significance as specialists. A number of society’s requirements for a novice educational psychologist do not change over time: society expects from a novice specialist in this field high professionalism, social responsibility and high culture of the individual, a certain set of personal qualities that can be characterized as humane and moral (Sulima, & Filippova, 2015). Graduate students are not always ready to perform professional activities for several reasons It is affected by the motivation of studying in the higher educational institution: the leading motive of many students is not to acquire knowledge, but to obtain a diploma of higher education. Many students do not have the personal qualities necessary for successful professional activity
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