Different Stages Of Professional Development Research Articles

Professiograph of activity of cynological specialists of the MIA of Russia as a critical element of quality training of a specialist

Introduction. The article reveals the importance of the canine units of the Russian Ministry of Internal Affairs in ensuring the country's security. The purpose of the scientific research is a detailed study of the content and features of the professional activities of dog handlers with the subsequent construction of a professionogram as the most important element of high-quality training of specialists.Materials and Methods. The research materials were literary sources and the current practice of training dog handlers. During the study, general scientific methods were used: analysis and synthesis; generalization and specification; systematization and structuring of information. The authors analyze empirical studies, which reveal that a service dog has no analogues in terms of psychophysiological capabilities in solving operational and service tasks facing the department. As a result of studying the specialized literature, it was revealed that the leading activity of the canine service is the implementation of operational search and investigative actions. The second direction includes solving problems related to maintaining and saving a service dog. An equally important area of professional activity for dog handlers is leadership and mentoring.Results. Based on the results of the work carried out, a professiogram of a dog handler specialist of the Ministry of Internal Affairs of the Russian Federation was built, which is based on the concept of professional development of E.F. Zeer and his model of a prospective professionogram. The novelty of the study lies in the description of all structural elements: passport, specifics of personnel training, characteristics of leading activities, psychogram. The authors substantiate the importance of identifying the main substructures of a specialist’s personality (professional orientation, professionally significant qualities, professionally important qualities and psychophysiological properties), which acted as its main elements.Discussion and Conclusions. The professiogram proposed by the authors reflects the dynamics of changes in the leading activity of an individual at different stages of professional development, which allows for psychological support of the process of professional training of a dog handler of the Ministry of Internal Affairs of the Russian Federation.

Self-regulation and hardiness at different stages of professional development

Self-regulation and hardiness at different stages of professional development

Adopting Entrepreneurship Education—Teachers′ Professional Development

This study explores teachers’ professional development in entrepreneurship education (EE). It examines empirically the change in teachers’ EE practices among Finnish teachers in 2011–2017. Overall, the quantitative analysis reveals that entrepreneurship education practices are increasing, albeit unevenly. Three groups of teachers, EE experimenters, EE critics, and EE selectors show different profiles in their use of EE practices. Furthermore, these groups seem to represent different stages of EE professionalization. The analysis shows that teachers’ EE practices increase on the introductory stage but decrease deeply after. Moreover, the study suggests that teachers’ implementation of EE evolves along with their teaching experience. It reveals that teachers in different stages of professional development need different types of support and that the adoption of EE practices depends on the institutional and social support offered to teachers. The results of the investigation contribute to the literature of EE by introducing a new typology of teachers, also presenting empirical evidence of the teachers’ ability to absorb EE as a new approach. Furthermore, the study shows that for the adoption of EE it is not enough to emphasize the introductory stage but instead also the later stages of teacher’s professionalization need to be considered.

PSYCHOLOGICAL FEATURES OF SELF-ORGANIZATION OF HIGHER EDUCATION SEEKERS AS A FACTOR OF SUCCESSFUL LEARNING ACTIVITY

Theoretical analysis of psychological peculiarities of self-organization of a personality has been made in the article. Self-organization is a principle of personal work organization, which is based on the necessity of using rational techniques in everyday work, methods of planning and working hours distribution. Personalality self-organization of a student in educational activity represents an orderly set of goals and motives of self-development. The effectiveness of educational process is ensured by many factors, determinant among them is a student’s ability to self-dependent acquisition of new knowledge on different stages of professional development, etc. The interrelation between the ability to self-organization and success of students educational activity has been empirically studied. It has been determined, that ability to self-organization and level of students volitional efforts are associated with success indicators of educational activity: those students with higher level of success of educational activity have more developed volitional abilities, are more purposeful, assertive and self-organized than those students who have an average and low level of success.

Features of Understanding Risk at Different Stages of Professional Development

Features of Understanding Risk at Different Stages of Professional Development

FUTURE DIPLOMATS’ SELF-DEVELOPMENT IN THE PROCESS OF PROFESSIONAL TRAINING

The article considers the problem of the future diplomat self-development professional training.
 With the development of the humanistic paradigm of education the forming an active, creative personality became relevant. The personality of a specialist in the field of international relations must distinguish between clear goals and socially significant value orientations, a creative attitude to work, the desire for high productivity, for continuous self-development.
 It is found that the main feature of man, which determines the significant characteristics of his nature, is the system-forming unity of a special objectively given creative activity – activity and subjectivity, which contains the need, need, ability and ability to change, expand, design such activities, attitude to it as a condition of their existence and their growth and development in it. A clear idea of the future diplomat about his professional future, the ability to build their professional and educational space at different stages of professional development and willingness to be realized in it is a diagnosed result of personal self-development during training. The self-development of the future diplomat promotes a high level of self-improvement and self-realization in future professional activity.
 The complexity of a diplomat's professional activity involves a specially organized space for professional training. The formation of such a space consists of several conditions: strategic – approaches, conceptual positions that determine the result, and technical – technologies of professional training in higher education institutions. Introspection is an important thing in self-realization. First, it helps the future diplomat to adapt to the conditions of the living environment. Secondly, it is the basis of the dynamics and development of self-awareness of the future diplomat, which allows you to change your perception of yourself and attitude to yourself in the process of life. Thirdly, it puts the future diplomat in an active position concerning his life, making him a subject of his life (a subjective life position is formed).

Actual problems of teachers in working with children in difficult life situations

Introduction. The relevance of the study is to prepare teachers to solve the problems of providing comprehensive support to vulnerable categories of children, children in difficult life situations. Every child needs conditions that ensure his rights and interests in versatile development and positive socialization. A modern teacher needs training in this direction. Such a statement of the question objectively forms the need to study the professional difficulties and needs of teachers in working with special categories of children. The purpose of the study is to analyze the problems and professional deficiencies of teachers who support children in difficult life situations. Materials and methods. The research materials were the results of an anonymous online survey. The study involved 1,587 teachers from 54 regions of the Russian Federation. The study took place in February-March 2021. The article was prepared as part of the research work of the state task of the RANEPA. Results. The analysis of the data obtained during the online survey showed that all the study participants have some professional difficulties in working with children who are in a difficult life situation. The main problems are in the sphere of building relationships and communication with children and their parents. Among the reasons, 60% of teachers lack professional training in working with special categories of children. The teachers participating in the survey noted the presence of professional deficits in the field of legal support of activities and methodological support from organizations of additional professional education. According to the results of the study, 45% of teachers need to master the technology of organizing psychological and pedagogical trainings, 42% – psychological and pedagogical diagnostics, 40% – art-therapeutic practices. Every third teacher expressed professional interest in such areas as designing individual routes, inclusive education, working with the case. Prospects for further research. The results of the conducted research can be useful in the development of educational programs for training teachers to work with children in difficult life situations at different stages of professional development. They can be in demand in the process of designing a system of methodological support for teachers, taking into account their professional deficits and needs in this field of activity.

Modern digital technologies in the system of professional training of specialists for esports

Introduction. The article is devoted to the problem of optimization of didactic conditions of complex support of professional training of specialists for modern esports on the basis of modern digital technologies. The article presents the literature review and the main content of research work aimed at creating it-services "KiberLab", allowing to identify the level of readiness for professional activity of the players and providing the possibility of determining on the basis of preliminary complex diagnostics of the optimal strategy (content, methods and phases) comprehensive support for the professional training of cyberhighway, aimed at improving its gaming potential. The significance of the results obtained and the possibility of using the IT service in the system of professional training of specialists for esports are determinedMaterials and Methods. When writing the article, the following methods were used: theoretical analysis of domestic and foreign literary sources; generalization and systematization of the results of a sociological survey of specialists in the field of cyber industry, experimental methods for studying professionally significant characteristics of an esportsman; methods of statistical processing of experimental data, experimental modeling, design and programming of an IT serviceResults. Based on the theoretical study of the problem, a model of comprehensive support for professional training of specialists for esports was developed. In order to optimize the diadactic conditions of comprehensive support of professional training of an esports player, an IT service was developed and tested, including safe and effective psychophysiologically based algorithms and methods of professional training and support of esports players. During 2019-2020, on the basis of the Laboratory of Esports Records, tasks were implemented to introduce modern digital technologies into the system of comprehensive support for the professional training of esports athletes. The IT service "Cyber Lab" was developed, which was experimentally tested and implemented in the practical work of the laboratory as part of the ongoing activities to provide comprehensive support for the professional training of esports athletes who are at different stages of professional development. 60 athletes, including 35 players who expressed their desire and consent to participate in the testing of the new model of support and 25 players included in the comparative study group, took part in the experimental testing of the Model of integrated support for professional training of esports athletes using an automated IT service that allows for a comprehensive study and development of the athlete's playing potential. At the end of the initial survey, individual profiles were compiled that reflect the game potential of each player and the structure of their psychophysiological and psychological indicators that correlate with individual game achievements. The primary identified indicators in the control and experimental groups did not have significant differences, i.e. the initial level in both groups was comparable in all characteristics. Based on the automated comparative analysis of the obtained data, individual recommendations and training programs were developed, aimed at optimizing the psychophysiological prerequisites of the athletes ' playing potential. At the end of the study, in February 2020, a second study of the individual indicators of esports players was conducted. A comparative analysis of the results of the repeated study of the experimental participants showed that the game performance in the experimental group improved by 17.8 % compared to the 9.3% obtained by the players in the comparative analysis group.Experimental testing of the developed information and digital technology has shown that the use of an automated IT service for comprehensive support of professional training of an esports player contributes not only to increasing its gaming potential, improving game performance indicators (including rating growth), but also to the implementation of health-saving technologies in the professional activity of esports players with different levels of professional skill.Discussion and Conclusions. The conducted research allowed to draw a conclusion that at the present stage of development of digital technologies it is necessary to carry out development and implementation of effective IT services in the system of complex support of professional training of esports players.

MODEL OF PSYCHOLOGICAL SUPPORT OF THE FUTURE PSYCHOLOGIST PROFESSIONAL DEVELOPMENT IN HIGHER SCHOOL

The article develops a model of psychological support, which contributes to the formation of conditions for professional development of psychologists; features of psychological support are determined: directions, principles, levels, types; the criteria for evaluating the effectiveness of psychological support are indicated. At different stages of professional development of psychologists in universities, psychological problems inevitably arise due to the content and features of the process of professional and personal self-determination. A positive role in overcoming these problems, reaching the peaks of self-realization can play a comprehensive psychological support of the process of professional development, which must be carried out based on the personal potential of the student. The article examines the features of the technology of psychological support: its directions, principles, levels, types; criteria for evaluating the effectiveness of psychological support for future psychologists are defined. As a result, the author of the article notes that the created model of psychological support in the context of psychological services will be effectively implemented in practice, as this innovative technology allows to significantly enrich the training of future psychologists.

Creative productivity of elderly scientists at different stages of professional development

The article presents the results of research focusing on substantiation and development of the idea of preservation and multiplication of human capital. The issue of psychological prerequisites and social conditions for top achievements made by scientists is of scientific and practical relevance as well as identification of social and psychological factors encouraging the preservation of high productivity in elderly scientists over long periods of time. The objective of this research is to find the correlation between the key events in the academic biography and top achievements made by well-known elderly scientists at different stages of their professional development. The presented data were obtained with the help of the research interview “Life values and life journey” developed by V.S. Mukhina. The information contained in scientometric databases about the top achievements made by elderly scientists were analyzed and interpreted relying on the principles of differential acmeological analysis of professional activities conducted by famous scientists and their achievements made in the acme of their career. The correlation between the key events in the academic biographies of the interviewed elderly scientists and their top achievements has shown that reaching the acme is the result of psychological prerequisites (scientists’ personal qualities and the physical state) and social conditions of their professional activities (social status, belonging to a certain school of thought, access to organizational and financial resources). Over the whole time of academic activity conducted by senior scientists, there are usually a few productive periods called micro-acme in acmeology. It should be noted that top achievements made by scientists are typically spaced out and fall on the times with the best combination of prerequisites and conditions for scientific creativity. Within this research, identification of the most common combinations of prerequisites and conditions leading to top scientific achievements was beyond our focus. One of the promising research directions would be an attempt to identify the criteria for developing periodization of scientific productivity among elderly scientists.

СЕТЕВОЕ ВЗАИМОДЕЙСТВИЕ В ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКЕ СТУДЕНТОВ: ОРГАНИЗАЦИЯ ВНЕУЧЕБНОЙ ДЕЯТЕЛЬНОСТИ

The need to specify the types and forms of communication between the subjects of the educational process in the university is becoming acute. In the current situation and the challenges to institutions of higher education, among them - requirements for quality of training, a change in the students, the competition of universities, the implementation of the educational process in the new, rapidly changing environment; acquiring new personal current practices underutilized in education. This practice is network communication. The universality of interaction, the multiplicity, the diversity of levels, the extreme complexity of representation, put forward problems becomes important. Today, in the social world, interaction acquires special, new characteristics due to the specifics of the interacting forces. And above all, when the bearer of these forces is the person himself, the social subject acting and projecting his own actions. The research studies consider the technologies of interaction of students at different stages of professional development. Therefore, the problem of involving students in new educational and social practices on the basis of network interaction resources – resources used in everyday life-is becoming more relevant. To build an individual trajectory of professional development in the Samara region, an information and communication system "Student and Trud" is being developed, which will become a resource for networking between students and leading enterprises of the Samara region.

Professional deformation and psychological defense of the personality of a practicing psychologist at different stages of professional activity

The study aims to identify the features of professional deformation in practicing psychologists at different stages of professional development and the way to avoid burnout with the help of psychological defenses. The author used the following research methods: questionnaire survey, polling, quantitative and qualitative data analysis; as well as the following statistical methods: descriptive statistics, the Kruskal-Wallis H-test, the Pearson correlation coefficient. For the mathematical processing of the data, the author used the Microsoft Excel and Statistica 17.0 software, Cattell's 16-factor personality questionnaire, the Giessen questionnaire of psychosomatic complaints, V.V. Boyko's method of diagnosing the dominant strategy of psychological defense in communication, and the Rosenzweig frustration test. Having defined the professional deformation of a psychologist as changes in their professional development, the author identified signs of professional deformation, such as emotional burnout, low empathy, average (closer to low) level of adaptation to the social environment, reactions with a fixation on self-defense, intropunitive reactions in case of obstacles, and the use of "Deflection" defense mechanism.

Комплексный подход к формированию антикоррупционного поведения сотрудников ОВД в системе повышения квалификации

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

Features of the Dominant Needs and Professional Motives
 of Specialists in the Field of Information Technology

The article presents the results of a study aimed at studying the features of the motivational and
 sphere of specialists in the field of information technology. Studied the motivational orientation of the
 individual, relevance the needs of workers, motives of professional work. Analysis of the results revealed
 several patterns. Dominant motives for students and specialists are creative activity, recognition by people and self-actualization. Found significant differences in the motivational structure of professionals at
 different stages of professional development.

ОСОБЛИВОСТІ ЕМПАТІЇ НА РІЗНИХ ЕТАПАХ ПРОФЕСІЙНОГО СТАНОВЛЕННЯ ПРАКТИЧНИХ ПСИХОЛОГІВ СИСТЕМИ ОСВІТИ

Дослідження емпатії практичних психологів та її трансформацій на різних стадіях професійного становлення є важливим для попередження емоційного вигорання фахівців, збереження їхнього психологічного здоров’я. Метою статті стало вивчення особливостей емпатії у практичних психологів системи освіти на різних етапах професіогенезу. Для емпіричного вивчення показників емпатії було використано «Тест на визначення емпатії» Л. Журавльової, для з’ясування особливостей суб’єктивного переживання різних етапів професійного розвитку досліджуваних – методику «Професійний шлях» Г.Пирог. Результати дослідження засвідчили, що для практичних психологів системи освіти найбільш характерними є середній і високий рівні емпатійності. Серед форм емпатії домінують активні емпатійні ставлення, пов’язані з емоційною і дієвою підтримкою людини. Прояви емпатії пов’язані з віком – чим старшим є психолог, тим вища його загальна емпатійність, хоча при цьому він менше переживає з приводу почуттів іншого. Зв’язок емпатії зі стажем виявлено лише в групі «молодих фахівців»: на початку професійної діяльності відбуваються досить інтенсивні зміни в проявах емпатії у напрямку зменшення її загального прояву і збільшення антиемпатії. Це пояснюється особливостями професійного становлення, а саме: змінами в емоційних оцінках професійно значущих подій, їх підсумках, характері труднощів, що призводить до усвідомлення власних проблем і зниження емпатійності. Після періоду професійної адаптації ставлення психологів системи освіти до власної професії починає мати менш емоційний і більш «інструментальний» характер. Вищий рівень емпатійності виявляється у тих досвідчених психологів, які в професійній діяльності орієнтуються на інших людей і мають високу емоційність. Подальші дослідження плануються у напрямі вивчення зв’язку емпатії практичних психологів з локусом контролю, а також розробці програми розвитку оптимальних емпатійних ставлень для попередження емоційного вигорання.

ПРОФЕСІЙНА ІДЕНТИЧНІСТЬ МАЙБУТНІХ ПОЛІЦЕЙСЬКИХ НА ЇЇ КОГНІТИВНОМУ РІВНІ

Introduction: Professional identity refers to the concepts, which emphasize the conceptual representation of a personality about his place in a professional group. That is, the connection of personal characteristics that provide orientation in the world of professions, the professional identity is highlighted as an integrative concept that allows more fully realize the personal potential within professional activities. Professional identity is formed in the process of personal identity and is an indicator of professionalism. The quality of professional training of police officers is of particular importance with the growth of the crime situation in the country. In today’s conditions, we need a professional who is capable to effectively combat crime, to confidently and reliably protect citizens from criminal encroachments. As a result, graduates of higher education institutions with specific learning conditions must have the requirements for both possess certain knowledge and skills, to observe the legality in professional and everyday life and be able to make decisions independently for performing official and operative tasks.The urgency of the development of professional identity in the system of departmental education of internal affairs agencies is aggravated by the fact that the client is a specifically defined organization – the Ministry of Internal Affairs, which makes explicit demands to a modern specialist – a law enforcement officer.Having analyzed the research in the direction of developing professional identity, it became clear that nowadays it is not enough to have research works that would be aimed at studying the development of the professional identity of future police officers, especially while being trained at a higher educational institution with specific learning conditions. In this regard, the problem of studying the development of the professional identity of future police officers becomes relevant.The objective is theoretical and empirical study of the peculiarities for forming the components of the professional identity of future police officers at different levels, namely, at the cognitive level.Methods. Theoretical and empirical analysis of the development of professional identity at the cognitive level.Results The analysis of recent research reveals the peculiarities of the criteria for professional psychological selection for training in higher educational institutions with specific learning conditions, self-actuating at different stages of professional development, the motivational basis for the professional development of police officers.Authenticity. Nowadays, there is a need for a thorough study of the peculiarities of the professional development of police officers while studying at a higher educational institution with specific learning conditions in order to improve the professional training system for future law enforcement officers to perform their professional duties.Conclusions. Thus, the basics for self-identification differ at the cognitive level of professional identity in different courses of study. The average indicators of self-evaluation and skills gradually increase from the low level of formation on the first year of study, reaching a maximum on the fourth year of study. Cadets of the second year of study, compared to the first year of study have the greatest changes in the self-evaluation of knowledge, skills and abilities. The general indicators of the components of the professional identity of self-evaluation, the involvement of satisfaction, increase significantly in statistics from the first to the fourth year of study, causing the development of their professional identity.

Особенности профессионального выгорания педагогов, находящихся на разных этапах профессионального становления

Особенности профессионального выгорания педагогов, находящихся на разных этапах профессионального становления

Features of personal competence of the employees of preventive activity units of the National Police

Personal competence is considered to be the basic characteristic of a person, which allows to predict the behavior of a person in life and professional situations, therefore the purpose of the study was to study the general personal competence and specificity of the social competence of police officers of preventive activity units at different stages of the professional genesis. The methodological grounds for the study were: psychological theory of activity, the concept of genetic development of a person, modern concepts of professional genesis. The obtained results of the research should be used in drawing up programs of psychological support of police officers at different stages of professional development.
 The features of general personal competence of police officers of preventive activity units at various stages of professional development have been revealed. Cadets of the first year of study have the lowest levels of self-efficiency and self-management, as they have not adapted to new learning conditions yet and are not well-informed about future professional activities. Cadets of the fourth year of study have purposefulness, greater ability to self-management, seek to use at most their opportunities, acquired theoretical knowledge and practical skills in practice, but are less autonomous. The most developed component of the personal competence of experienced police officers is the reflexivity and ability to work in the team.
 The similarities of effective communication skills, the ability to teach and persuade as components of the overall personal competence of police officers, regardless of the stage of professional genesis have been noted within sample groups.
 The author has established the specificity of social competence of police officers of preventive activity units at different stages of professional genesis: the first year cadets have clearly expressed properties that help to accumulate skills and abilities of social actions and contacts in personal experience; fourth-year cadets have developed abilities to solve interpersonal problems and interaction problems; experienced police officers performing their duties have the ability to quickly change their behavior according to the requirements of the situation, have high readiness for social interaction and partnership.

Емпіричне вивчення сформованості іміджу особистості фахівця із соціальної роботи на різних стадіях професійного становлення

Емпіричне вивчення сформованості іміджу особистості фахівця із соціальної роботи на різних стадіях професійного становлення

Features of Professional Health of a Teacher at Different Stages of Professional Development

The article presents the results of a study of the professional health of a teacher at different stages of professional development. 270 school teachers participated in the study. The research methods were selected in accordance with the defined components of the teacher’s professional health: motivational (questionnaire ”Motivation for success” (T. Ehlers), questionnaire ”Motivation to avoid failures” (T. Ehlers)), emotional(questionnaire «Self-assessment of emotional states» (H. Eysenck), questionnaire «Empathy» (A. Mehrabyan)) and reflective (differential reflexivity test (D.A. Leontiev, Y.N. Osin), method of the diagnostic of the development level of reflexivity (A.V. Karpov)). The sample was divided into groups in accordance with the stages of professional development: 0 to 5 years of work experience in school - the adaptation stage; 6 to 15 years - primary professionalization; 16 to 25 years - secondary professionalization; over 25 years – mastery. It is established that the motivational component of a teacher’s professional health is characterized by a moderately high and average motivation for success and a high and very high level of avoidance of failures. The emotional component of a teacher’s professional health is characterized by a low level of frustration and aggressiveness,a high level of anxiety and an average level of rigidity and effective empathy. The reflective component of a teacher’s professional health is characterized by average indicators of the level of development of reflexivity and systemic reflection, as well as low indicators of introspection and quasi-reflection. As professionaldevelopment occurs, the intensity of the indicators of motivational, emotional and reflective components of a teacher’s professional health changes. It is characterized by increasing motivation for success, increased level of anxiety, increased level of rigidity, development of systemic reflection.
 Keywords: health, teacher’s professional health, teacher’s professional health structure, motivational component of teacher’s professional health, emotional component of teacher’s professional health, reflective component of teacher’s professional health