THE MAIN DIRECTIONS OF PSYCHOLOGIZATION OF TEACHERS’ HIGHER EDUCATION

Abstract

The goal – the article is devoted to the determination of the scope and structure of psychological knowledge in teachers’ higher education. The methodological basis of the research consists of philosophical, psychological and educational, psychodidactic and methodical theories: development and self-development ideas of individuality and personality of Bakhtin M.M., Berdyaev N.A., Bibler V.S., Losskiy O.N., Solovjev V.S. and others; research on personality formation and development of Amonashvili Sh.A., Ananjev B.G., Asmolova A.G., Leontjeva A.N. and others; teaching theories in higher education of Bespalko V.P., Zagvyazinskiy V.I., Lerner I.Y., Pidksistiy P.I. and others; research on modeling problems of educational systems of Arnold V.I., Bogoslovskiy V.I., Gastev Y.A., Izvozchikov V.A., Klaus G., Kozlova S.N., Potemkina M.N., Sapps P. Talyavieva M.S., Testova V.A., Ujemova A.I. and others; research on teachers training of psychologists - Verbitskiy A.A., Djachenko V.K., Zimnyaya I.A., Markova A.K., of teachers – Verba M.A., Grebenuk T.B., Klarin M.V., Kozlov P.P., Kukanov E.V., Lysov E.B., Mikhalevskaya G.I., Mychko E.I., Orlov A.A., Pishchulin N.P., Salimov K.I., Sarantsev T.I., Tagariev R.G., Teregulov F.Sh., Uznadze D.H., Khamitov E.Sh., Yakovlev N.M. and others; research on problems of university pedagogics and psychology, teacher’s personality formation of Arkhangelskiy S.I., Gonobolin F.N., Grishin E.A., Kuzmina N.V., Kulikova L.N., Slastenin V.A. and others; development theories of students personality – future teachers of Bogdanova R.U., Grebenuk T.B., Grebenuk O.S., Kluev A.S., Pavlova I.Y., Shabanova O.P. and others; multidisciplinary field of scientific knowledge – psychodidaktika (Rubtsov V.V., Panov V.I., Lebedeva V.P., Usanov V.E. and others) Research methods. The scientific and theoretical methods for the determination of the theoretical modeling foundation of content structure of psychological knowledge have been used in the research: theoretical analysis of the problem (analysis of the philosophical, pedagogical, psychological, educational and methodological literature and curricular documents), summarizing, specification, classification, deductive method, comparative analysis and etc. The empirical research methods were the following ones: ascertaining, research and forming experiments. A massive research of the level of students knowledge, skills and competencies in the psychological field (testing, questionnaire, interviewing, content analysis) was carried out while the ascertaining experiment. The research experiment was conducted by pedagogical methods of observation, self-analysis, analysis of activities and comparative analysis of educational systems of vocational education. The formative experiment was carried out by using the modeling method of educational surrounding. The effectiveness of the formative experiment was justified by the comparative method. To process the data received during the formative experiment the quantitative and qualitative methods were applied. Generalization, explanation of the received facts, their relationships were performed by using logical deduction. Results. The main results of the research were the scientific ideas of psychologization of teachers’ higher education, assuming the following areas : Designing the aims of future teachers’ psychological education. Structuring of educational and vocation training of future teachers. Structuring of the content of psychological knowledge. Integration of psychological and pedagogical education. Readiness of teachers of higher education system to implement psychological preparation of the teacher. The area of results application. The results can be used as a basis of psychologization of teachers’ higher education, as well as the development of teaching methods of psychological knowledge in the system of higher teachers’ education. DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-5