Model for assessing the formation of special (professional) competences of practical psychologists in the educational and information environment of higher education establishments under conditions of dynamic uncertainty

Abstract

A comprehensive scientific and empirical analysis of the works of both domestic and foreign scientists regarding the construction of models for assessing the development of special (professional) competences in future practical psychologists within higher education technical establishments (HETE) is carried out in this article. The research aimed to create and justify an author's model for evaluating the development of special (professional) competencies among practical psychologists in the educational and informational environment of a higher technical education institution under conditions of dynamic uncertainty. The study's objectives included identifying theoretical approaches to examining the assessment of future practical psychologists' readiness for personal growth and professional advancement, delineating the specifics of cultivating special (professional) competencies in these individuals, substantiating the methodology for nurturing special (professional) competencies in future practical psychologists, and designing a theoretical model for assessing the development of these competencies. To achieve these goals, various research methods were employed, including scientific analysis, systematization, generalization, comparison, and pedagogical modeling. Consequently, the conducted research delineated the structural components of the model for evaluating the development of special (professional) competencies among practical psychologists, namely the goal-forming, content-technological, organizational-pedagogical, and effective components. Moreover, criteria for assessing the development of these special (professional) competences were established, encompassing motivational and valuable criteria, cognitive criteria, communicative criteria, organizational and operational criteria, and reflective criteria. Additionally, the research identified distinct levels of competence formation, which include the intensive-creative level, active-searching level, and reproductive-passive level. In conclusion, the model for assessing the development of special (professional) competencies was found to comprise five stages corresponding to the specialist training courses: the general education stage (first year), the subject orientation stage (second year), the operational and cognitive stage (third year), the control and assessment stage (fourth year), and the specialization stage (first year of master's degree). Furthermore, an algorithm for managing the cultivation of special (professional) competencies among future practical psychologists has been developed, and the conditions for its successful implementation have been identified.