Abstract
In the article is show the results of experimental research of process acceptance and realization by a psychologist the education-professional problem, what is embedded in professional-practical task. Was proposed the psychological model of its process, the basic component of it is: the demands in the self-changing, motivational-target formation «desire for self-improvement», the problematization of available forms and means of professional activity, the ability to the solving of new educational-professional tasks. Was showed that the formulation of the specific perceived education-professional problem is doing when the personality desire to the self-development is available. Just because of it skills and abilities takes some practical direction – to the realization of the aim. Was substantiated that the solving of professional-practical task which was formed in professional life is not realize without the access to the educational space. That’s why the professional self-development is realizing in the context of self-education, what becomes a tool of the self-development. Are outlined the main types of professional development of practical psychologists (follow the criteria of the presence of a desire for self-improvement): «adaptive» – the subject is ready to set the teaching and educational tasks which are «into» the professional function and direction to the improve of the existing competencies; «active» – the specialist set the teaching and educational tasks which aimed to expansion of competencies which are formed and used; «protective» – declaration of intention to work with itself, the teaching and educational tasks are not setting; «passive» – the person declarates the absence of desire to work for self-improvement. The behavior of professional within other types of professional development can have a positive or negative influence to professional activity.
Highlights
Scientific and methodical institution "National Institute of Education" of the Ministry of Education of the Republic of Belarus, Minsk, Republic of Belarus
In the article is show the results of experimental research of process acceptance and realization by a psychologist the education-professional problem, what is embedded in professional-practical task
That’s why the professional self-development is realizing in the context of self-education, what becomes a tool of the self-development
Summary
In the article is show the results of experimental research of process acceptance and realization by a psychologist the education-professional problem, what is embedded in professional-practical task. Was showed that the formulation of the specific perceived education-professional problem is doing when the personality desire to the selfdevelopment is available Just because of it skills and abilities takes some practical direction – to the realization of the aim. Поведінка фахівця в рамках того чи іншого типу професійного розвитку може позитивно чи негативно позначитися на ефективності професійної діяльності. Ключові слова: професійний розвиток; освітньо-професійна задача; самовдосконалення; саморозвиток; прагнення до самовдосконалення; типи професійного розвитку; психологічні механізми. Тому потреба в дослідженні механізмів професійного розвитку в системі неперервної освіти випливає не лише з необхідності теоретичного вивчення цього процесу, - вона викликана сьогоденною актуальністю вирішення прикладних питань професійної підготовки практичних психологів і підвищення ефективності їхньої праці. І все частіше на перший план висуваються проблеми, які пов’язані з професійним саморозвитком суб’єкта діяльності
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