Psychological foundations of the activity of a teacher of vocational training. Professional training and personal development of the teacher
Municipal educational budgetary institution
Secondary school No.
PEDAGOGICAL COUNCIL
Presentation on the topic:
Prepared by: M. V. Bajurak
educational psychologist
Orenburg
August Pedagogical Council
Presentation on the topic:
"Psychological foundations of teacher development
as a subject of professionalization"
I . The ongoing socio-cultural, political and economic changes in our country affect all spheres of society and everyone specific person. The sphere of professionalization is no exception. The norms of many types of activity are being rebuilt, new professions are emerging, the relationship between vocational education and professional work is changing, and new requirements for a professional are being formed. The process of professionalization ceases to be a rigidly socially normalized process and requires from a modern person a capacious work on constant self-determination and building oneself as a professional.
As a result of the analysis of philosophical, methodological and psychological ideas about the process of professionalization, two different approaches to the definition of its essence can be distinguished. The first approach is associated with the development and self-development of the individual, and the second - with the "inscription" of a person in a particular system. professional activity or, in other words, "mastery", "appropriation" of the given system of activity.
Then, the main problem of the professionalization process can be formulated as a contradiction between the system of changing and developing professional activities and the individual development of each individual person, his formation as a subject.
Thus, in studies of the process of professionalization carried out within the framework of psychological science, the question arises of human development in the process of professionalization. Otherwise, process studies professional development are reduced to the study of "fitting" the personality into the system of activity.
In most studies, the professional development of a person is considered as a process of training a specialist. Skills and skills are formed, knowledge is transferred, complexes of professionally important qualities are formed. Self-activity, self-development of a person as a subject, declared as the most important ontological and methodological principle, is relegated to the background. In general theoretical, philosophical terms, a person has always been considered not as an object, but as a subject of activity, as an actively active, creative being. But in the majority of concrete psychological studies this attitude remains declarative. Factors that determine the character and behavior of a person and the psychological mechanisms through which an individual learns different influences and social norms are explored more than one's own creative activity, self-consciousness and the process of realization of personality.
The approach to the process of becoming a professional, based on different categorical grounds, can be illustrated on the basis of the phenomenological distinction between the concepts of "specialist" and "professional" (V.I. Slobodchikov, 1994).
A specialist is a trained person who has certain professional knowledge, skills and abilities. The process of its preparation and formation is the formation of a complex of professionally important qualities. This interpretation of the concept of "specialist" sets a certain structure of his actions - the reproduction of acquired, appropriated skills and methods of performing activities in any situations.
A professional is a characteristic of a person, expressed in his ability to go beyond his own activity for its analysis, evaluation and subsequent organization. The leading concepts for characterizing a person as a professional are becoming "reflection" and "active mode of existence" (N.G. Alekseev, 1987; V.V. Davydov, 1986; S.L. Rubinshtein, 1973; V.I. Slobodchikov, 1994 ). A professional independently, focusing on existing cultural patterns and norms, creates his activity and himself as a professional. Important characteristics of a professional are the awareness of the limitations of one's own activity and keeping it in a variety of sociocultural situations. A professional is the result of a person's self-activity. Therefore, when designing the process of professionalization, we can talk not about its preparation, but rather about the creation of a professional and educational environment as the basis of human life.
The study of the process of professionalization as a self-development of a person during life, within which his formation takes place, makes the questions relevant for modern psychology: is a person capable of being the subject of his life in the world, including in the world of professions, namely, free, purposeful, holistic, developing being; in what empirical forms it is found; how is this process managed?
Practical significance. Based on the results of the study, a system of psychological support for the professionalization of teachers was developed. This system includes specific methods, techniques and technologies of process activation professional development at its various stages.
The programs and methods prepared on the basis of the results of the study are of immediate practical importance: certification of teaching staff (1994), monitoring of the professional development of a specialist (1996), strategies and techniques for professional self-preservation (1997), formation of autopsychological competence of a teacher (1999). .) and psychological support of professional and pedagogical education (1999).
1. The professionalization of a teacher has a complex, contradictory, ambiguously determined, pronounced stage character.
2. Pedagogical activity is an integral and developing psychological reality; designing one's own activity and oneself as a professional is the main mechanism of professionalization.
3. The process of professionalization is influenced by:
psychological readiness to pedagogical activity as a factor of successful adaptation;
formation of professional self-awareness and its change;
autopsychological competence as a property initiating self-development;
conflicting trends in professional development - crises of professional development.
4. The need for psychological support for the process of becoming a teacher and his strategy.
Periodization of professional development on the basis of human ontogenetic development
Authors of approachesGrounds (criteria) for periodization of professional development
Stages (periods, phases) of professional development
V. B. Bunak, 1965
Development of mental processes
1st stage Progressive Age limit– 20–21 years old
2nd stage Stable
3rd stage Regressive
Age limit - 40–55 years
B. G. Ananiev, 1972
Psychophysiological and socio-psychological characteristics of individual development
Stages of a mature person
1st period 2nd period
Age limit - 32–35 years
V. F. Morgun, 1981
Age
Heyday (33-40 years) High efficiency, return, productive creativity
Maturity period (40–55 years) life path, pinnacle of excellence
E. I. Stepanova, 1986
Development of psychophysiological functions
1st phase
Functional
progress
2nd phase Specialization
Age limit - stage of middle maturity
professionalization is one of the central processes of human development, aimed not so much at mastering a fixed volume of professional actions, but at transforming the subject of activity itself;
a change in the subject determines the genesis of activity;
the teacher as a subject of professionalization has a subjective potential, which is determined by individual characteristics and is transformed in accordance with the nature and characteristics of professionalization, ensuring the achievement of its productivity;
crises of professional development are characterized by the dynamics of determining factors, changes in the structure of the subject and strategies to overcome them in the course of professionalization;
psychological support is a factor in activating the professional self-development of a teacher.
CONCLUSION:In our opinion, the “litmus” of subjectivity is its manifestation in activity, namely, in the independent and conscious construction of the prospects for one’s development in a certain work activity and in life in general, in independent tracking of one’s activity, finding its meanings and finding ways to improve oneself.
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II . PSYCHOLOGY OF FITNESS
"Professional suitability" inherently reflects both the various individual characteristics of a person necessary for the successful performance of labor (educational) activities, his suitability for a particular activity, and the characteristics of the object of labor (content, means, conditions, organization of activities) in terms of their compliance the capabilities of a person (or a professional set of persons), that is, the suitability of labor for a person.
Professional suitability is a property of the “person-profession” metasystem (“person-activity”, “subject-object”), in which the properties of a person are manifested, acquired by him in connection with the realization of himself in activity (along with the properties of working capacity, reliability, readiness for work etc.), and the property of activity, which reflects in its content, means and conditions the structural and functional features the human body and psyche (for example, the ergonomic properties of equipment, workplace, training systems, etc.). Here the professional suitability of a person will be considered as his specific property.
The essence of the category of professional suitability is
what it reflects:
the choice of the type of activity (profession) that most fully corresponds to the inclinations and abilities of a particular person;
satisfaction of interest in the chosen profession and satisfaction with the process and results of specific work;
measure of efficiency, reliability, safety performance of labor functions,
individual measure of labor productivity;
one of the manifestations of the social (professional) self-determination of the individual, his self-affirmation, self-realization, self-improvement in work;
development of the "I-concept", the emergence and formation of the image of "I
–professional” and the desire of the subject of activity to achieve the reference model of a professional.
The value of professional suitability, determination of its level and active formation follow from the words of K.M. Gurevich of the position: “Every person, in principle, can master any profession (or almost any), but the whole point is how much effort and time it will take.
Professional suitability is also determined by the level of satisfaction of a person with the process and the results of his work. In modern society, a person's satisfaction with his profession depends not only on the labor process itself, but also on external, but very significant factors. These include the conditions of activity, the socio-psychological characteristics of the team, the level of material support, the prestige of the profession, etc. The opportunities for self-affirmation, self-esteem and self-improvement of a person are also important for the formation of a sense of job satisfaction.
Fitness property should be considered from two perspectives:
first, as a set of initial individual qualities of a person, predetermining the success of the formation of suitability for a particular activity (or class of activities), and, secondly, as a system of available, formed and interrelated qualities of the subject of activity (professional, psychological, etc.) that ensure the effective implementation of specific professional tasks.
Professional efficiency and reliability of a person, labor safety are largely determined by the state of his individual psychological qualities and functions, the degree of consideration of human characteristics at all stages of design, creation and implementation of labor activity.
If a person does not know about the features of the psychological development of professionalization, then he is faced with such a concept as: Emotional burnout»
Professional burnout is a set of negative experiences associated with work, the team and the entire organization as a whole. One of the types. It often manifests itself in specialists who are forced to closely communicate with people during the performance of their duties. Signs of professional burnout: 1) a feeling of indifference, emotional exhaustion, exhaustion (a person cannot devote himself to work the way he used to); 2) dehumanization (development of a negative attitude towards their colleagues and clients); 3) negative professional self-perception - a feeling of one's own incompetence, lack of professional skills.
Patience is one of the ingredients healthy personality!
Now we will check with you how patient you are?
Patience Self-Assessment Questionnaire
The technique was developed and described by E.P. Ilyin and E.K. Feshenko and is intended for self-diagnosis of patience.
Instruction
To work with this technique (to record the results), you will need a clean piece of paper and a pencil (pen). On a piece of paper, write down the question numbers from 1 to 18. Answer if you agree with the proposed statements. If you agree, then on the sheet next to the question number, put a “+” sign, if you do not agree, a “-” sign.
Questionnaire text
If I get tired while doing a difficult job, I immediately quit it.
I don't have the patience to finish a boring story.
I really dislike standing in long lines and often leave them before reaching the end.
I can endure pain for a long time, for example, when a tooth hurts.
Usually I can endure thirst for a long time.
I would not have endured a long hunger strike, for example, to lose weight, to recover from an illness.
When I get tired in PE class, I quickly stop exercising.
I rarely leave a boring job without finishing it.
Usually I find it difficult to force myself to work "through I can not."
I don't quit my job half way despite being tired.
I like this kind of physical work in which I have to overpower myself in order to complete the task.
I can confidently say that I am patient.
Despite being tired, I try my best to maintain a high pace while running.
It annoys me when I have to wait a long time for transport at a bus stop, even when I'm not in a hurry.
I am impatient for pain.
I act according to the principle: “I grabbed the tug, don’t say that it’s not hefty”,
I do not think that "patience and work will grind everything"; You have to work smart, not overwork.
Processing and interpretation of results
For all answers "Yes" ("+" sign) for positions: 4, 5, 8, 10, 11 12, 13, 16, 17 and all answers "No" ("-" sign) for positions: 1, 2, 3, 6, 7, 9, 14, 15, 18 are awarded one point each.
Then the total sum (all answers together) of points is calculated.
If you typed:
up to 6 points inclusive - then your patience is low. You are an impatient person, for you to wait means to suffer. However, remember what it says folk wisdom"Patience and a little effort".
7–11 points - then your patience is average. You easily adapt to business and communication, but do not forget that the work you have started must always be completed.
12 points or more - then your patience is high. You are a patient person, however, do not waste your energy in vain.
Test "Self-characteristic"
(Study by the head of the attitude of the employee to himself)
The technique allows to identify the actual relationship of the subordinate to himself and to significant others (to the immediate supervisor, to the surrounding colleagues at work, to relatives and friends, etc.).
Order of conduct. The subordinate is given the task: within 7 minutes, write 20 sentences that begin with the pronoun "I". Such a rigid time parameter is necessary to obtain spontaneous responses when there is not enough time to find socially acceptable responses.
Head teacher _______________
Teacher-psychologist M. V. Bajurak
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MINISTRY OF AGRICULTURE
RUSSIAN FEDERATION
FGBOU VPO
"VORONEZH STATE AGRARIAN UNIVERSITY NAMED AFTER EMPEROR PETER I"
Faculty of Humanities and Law
Department of Pedagogy and Socio-Political Sciences
PSYCHOLOGY OF PROFESSIONAL EDUCATION
Textbook for students of higher educational institutions
UDC 159.9:378(075)
BBC 88:74.58ya7
Compiled by: Altukhova E.V., Vasilenko O.V.
Textbook "Psychology vocational education» prepared under the general editorship of Doctor of Historical Sciences, Professor, Head of the Department of Pedagogy and Social and Political Sciences of VGAU V.N. Plaksina; scientific editor- Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Social and Political Sciences of VGAU G.M. Shchevelev.
Reviewers:
Candidate of Psychological Sciences, Associate Professor of the Department of Personnel Management ANO IOC IMM&F E. G. Kazmina
Candidate of Philosophical Sciences, Associate Professor of the Department of Philosophy of the Federal State Educational Institution of Higher Professional Education VGAU named after Emperor Peter I V.D. Sitnikova
A textbook on the study of the discipline "Psychology of vocational education" for full-time and part-time students was reviewed and recommended for publication:
At a meeting of the Department of Pedagogy and Socio-Political Sciences of the VSAU (minutes No. 9 dated 12.05.2012);
At a meeting of the Methodological Commission of the Faculty of Humanities and Law of the Voronezh State Agrarian University (minutes No. 2012)
Altukhova E.V., Vasilenko O.V.
Psychology of vocational education: textbook. - Voronezh: FGBOU VPO VSAU, 2012. - 108 p.
The textbook complies with the requirements of the State Educational Standard of Higher Professional Education GEF-3 and is prepared in accordance with the program of the discipline "Psychology of Vocational Education".
As part of the study of the discipline "Psychology of vocational education", the issues of the phenomenology of personality are considered; personality-oriented professional education; psychology vocational training, education and development; psychology of activity and personality of the teacher. Recommended for publication by the editorial and publishing council of VGAU named after Emperor Peter I.
© Altukhova E.V., Vasilenko O.V., 2012.
© Voronezh, FGBOU VPO VSAU, 2012.
Introduction
Topic 4. Age features of the formation of personality
Topic 5. Professional formation and personal development
Chapter 3. Psychological and pedagogical foundations of vocational education
Topic 6. Problem field of the psychology of vocational education
Topic 7. Student-centered professional education
Topic 8. Psychology of vocational training, education and development
Topic 9. Psychological features postgraduate education
Chapter 4. Psychology of activity and personality of a professional education teacher
Topic 10. The teacher as a subject of professionalization
Topic 11. Psychological features of vocational education in a technical university
Explanatory dictionary of terms (glossary)
Bibliography
Introduction
psychology vocational education
Dear students! "Psychology of vocational education" is one of the important academic disciplines in the system of higher professional education. Full assimilation and deep understanding of the content of the course in the psychology of vocational education is necessary condition the formation and improvement of the future teacher of higher education, the achievement of peaks in professional development, as well as the humanization of this development.
training, education and development, as well as age features subjects of vocational education.
At the beginning of each topic study guide"Psychology of vocational education" didactic units are highlighted, allowing not only to quickly determine its content, but also to focus on the most important and significant.
Within the framework of the psychology of vocational education, the fundamentals of the psychology of vocational education are considered: its formation, subject, tasks, course structure, methodology and research methods; age characteristics of subjects of vocational education: periodization of the formation of personality, age characteristics of a person; psychological foundations of vocational education: personality-oriented education, postgraduate education, socio-professional education, educational-oriented professiography; psychology of activity and personality of a vocational education teacher: a teacher as a subject of professionalization, personality-oriented pedagogical communication.
For all questions that arise in the process of studying the discipline, the student has the right to contact the teacher who leads the course of lectures or seminars. And also to the Department of Pedagogy and Socio-Political Sciences to the teacher on duty (the schedule of duty and consultations of teachers can be found at the Department of Pedagogy and Socio-Political Sciences (office 177 of the main building of VSAU).
Chapter 1. Introduction to the psychology of vocational education
Topic 1. Formation of the psychology of vocational education
The psychology of vocational education is a new branch of domestic psychology. Subject, object and tasks of the discipline. The place of the psychology of vocational education in the system of psychological sciences. The history of the development of psychology. Basic key concepts of the psychology of vocational education. Psychology of vocational education as a science and academic discipline.
The psychology of vocational education studies the phenomenology of the formation of personality, the psychological patterns of professional
training, education and development, as well as age characteristics of subjects
vocational education.
Professional development can be briefly defined as the "shaping" of a person, adequate activity. The pace and trajectory of this process are determined by biological and social factors, the individual's own activity, as well as random circumstances, vital events and professionally caused incidents.
At different stages of the professional development of a person,
psychologically conditioned problematic educational situations.
Option (14-16 years). During this period, the formation of professional intentions in educational and professional activities, the choice of a vocational educational field, admission to a vocational educational institution or vocational training. Problematic educational situations that help the formation of professional intentions: psychological and pedagogical technologies of professional self-determination; diagnostics of professional interests, inclinations and abilities; organization of preparatory courses, entrance and competitive tests.
Vocational education and training (14-23 years). There is a formation of educational and professional motives, socio-professional knowledge, skills, mastery of methods for solving typical professionally significant tasks and tasks, development of readiness for independent work and employment. Problematic educational situations that help vocational education and training: the psychology of educational and professional motivation; personality-oriented content and technologies of vocational training, education and development; monitoring of professional development; formation of basic competencies, key competencies and meta-professional qualities among trainees; psychological preparation for finding one's place in the world of professions.
Professional adaptation (18-25 years). This period is characterized by: the acquisition of experience in the independent performance of normatively approved professional activities, the development of a new socio-professional role and norms of professional behavior in a team. Problematic educational situations that ensure professional adaptation: ensuring professional socialization, professional self-determination in the workplace, supervision, the formation of a psychological system of activity and professional development.
Professionalization (25-33 years). Highly qualified performance of professional activity and individual style of its implementation based on the formed ensembles of professionally important qualities and abilities. Problematic educational situations that help this process: continuous professional development and professional competence, ensuring competitiveness through self-education and self-development, development of key qualifications and professional mobility.
Professional skills (33-55 years). Peak achievements in professional activity, self-affirmation in professional community, creative labor style. Problematic educational situations that increase professional skills: comprehensive actualization of professional and psychological potential, stimulation of self-actualization and above-standard professional activity, creation of conditions for the full realization of oneself in professional work.
Subject, object and tasks of the discipline.
Psychology of vocational education as an interdisciplinary field scientific knowledge is closely related to the general, pedagogical and age
psychology, labor psychology, occupational psychology, acmeology, and at the same time it is an independent branch applied psychology as well as academic discipline.
As a rule, each scientific discipline corresponds to a subject. Significant differences between science and the subject are in the goals, subject, methods, tasks.
The object of the psychology of vocational education as a science is the system of vocational education, training and advanced training.
The object of the psychology of vocational education as an academic discipline is a person at different stages of ontogenesis.
The subject of the psychology of vocational education as a science is the vocational educational process.
The subject of the psychology of vocational education as an academic discipline is the professional development of the individual.
The tasks of the psychology of vocational education as a science - construction psychological concept vocational education; disclosure of the mechanisms and patterns of professional development of the individual; determination of the mechanisms and patterns of vocational education; forecasting the development of vocational education; psychological patterns of activity and personality of the training staff.
The tasks of the psychology of vocational education as an academic discipline are the selection of the content of education and the design of curricula and programs; determination of the strategy and tactics for the implementation of the academic discipline; selection of adequate psychodiagnostic means; forecasting the professional development of trainees; development of a system for managing the professional development of a person.
The place of the psychology of vocational education in the system of psychological sciences.
Especially the problem of classification of psychological sciences was studied by K.K. Platonov. It represents the differentiation of the psychological sciences in the form of a tree.
Tree roots - philosophical problems of psychology. This indicates,
that psychology has been developing within the framework of philosophy for a long time, and making it an independent science could not mean complete autonomy.
Tree trunk - general psychology, studying cognitive and practical activities, developing problems of methodology and history of psychology, theory and methods of studying the most general laws of the emergence, development and existence of mental phenomena.
The most powerful branches of the trunk are animal psychology, differential psychology, and social psychology.
Other branches are applied psychological sciences: developmental psychology, organizational psychology, labor psychology, educational psychology, sports psychology, military, legal psychology, etc.
K.K. Platonov singled out among the applied branches of psychology at the junction of labor psychology and pedagogical psychology the psychology of vocational education, the subject of which, in his opinion, is labor training and upbringing.
The history of the development of psychology.
Psychology gone a long way development, the understanding of its object, subject and goals changed.
The main stages in the development of psychology as a science.
Stage I - psychology as the science of the soul. This definition was given more than 2 thousand years ago. The presence of the soul then tried to explain all the incomprehensible phenomena in human life.
Stage II - psychology as a science of consciousness. It began in the 17th century in connection with the development of the natural sciences. The ability to think, feel, desire - called consciousness. The main method of study was the observation of a person for himself and the description of the facts.
Stage III - psychology as a science of behavior. Occurs in the 20th century. The task of such a psychology is to set up experiments and observe what can be directly seen - the behavior, actions, reactions of a person (the motives that cause actions were not taken into account).
Stage I: The first ideas about the psyche were associated with animism (from Latin anima - spirit, soul) - the most ancient views, according to which everything that exists in the world has a soul. The soul is an entity independent of the body that controls all living and inanimate objects. Later, the materialistic views of the ancient philosophers Democritus, Lucretius, and Epicurus appeared. They understood the human soul as a kind of matter, as a bodily formation, consisting of spherical, small, moving particles.
The ancient Greek idealist philosopher Plato divided the soul into reason, courage (will), lust (motivation). Reason is located in the head, courage - in the chest, lust - in the abdominal cavity. The soul lives in the human body and guides it throughout its life. After death, he leaves it and enters some divine world. Depending on the way of life a person led, after his death a different fate awaits the soul, it will wander near the earth, burdened with bodily elements, or it will fly away from the Earth into an ideal world.
Aristotle defined psychology as a field of knowledge and put forward the idea of the inseparability of the soul and the living body. The main function of the soul is the realization of the biological existence of the organism. The driving force of human behavior is the desire (internal activity of the body), associated with a feeling of pleasure or displeasure. The primary cognitive ability - sensation - takes the form of sensually perceived objects (since wax takes the impression-form of the object). Sensations leave a trace in the form of representations - images of those objects that acted on the senses.
So, at the first stage, psychology acted as the science of the soul. The soul was considered a divine, supernatural principle, the study mental life must be subject to the laws of theology. Only the outer side of the soul, which faces the material world, can yield to human judgment. The sacraments of the soul are available only on a religious, mystical level.
At stage II, a new era begins in the development of psychological knowledge. In connection with the development of the natural sciences, with the help of experimental (experimental) methods, they began to study the laws of human consciousness. The ability to think and feel is called consciousness. Psychology began to develop as a science of consciousness. Attempts are being made to comprehend the spiritual world of man, moreover from philosophical, speculative attempts. Descartes talks about the difference between the soul and his body. The famous phrase of Descartes: "I think, and therefore I exist!" became the basis of the postulate, which asserted that a person, first of all, discovers his consciousness in himself.
An attempt to reunite the body and soul of man was made by the Dutch philosopher Spinoza. He believed that the soul and body are of a material nature. Thinking is a property of matter and manifests itself in the form of intellect and will.
The German philosopher Leibniz rejected the equality of the psyche and consciousness according to Descartes. Introduced the concept of conscious desires and passions.
The separation of psychology into an independent science occurred in the second half of the 19th century. It was associated with the creation of special research laboratories and institutes, departments in universities. The world's first experimental psychological laboratory was opened in Leipzig by W. Wundt in 1879. In 1885, V.M. Bekhterev organized a similar laboratory in Russia. Wundt considered individual impressions or sensations to be the simplest elements of consciousness. Sensations are objective elements of consciousness. There are also subjective elements - feelings. He proposed 3 pairs of subjective elements: pleasure-displeasure, excitement-sedation, tension-discharge. All human feelings are formed from their combinations, for example, joy is pleasure and excitement, hope is pleasure and tension, fear is displeasure and tension. But this idea proved to be limited: complex states of consciousness could not be put together by simple elements. Therefore, by the beginning of stage III, by the 20th. XX century, this theory ceased to exist.
At the third stage, arose whole line new approaches.
functionalist approach. The American philosopher W. James proposed to study the functions of consciousness and its role in human survival. The role of consciousness is to enable a person to adapt to different situations either repeating already developed forms of behavior, or changing them depending on the circumstances, or mastering new actions. The founder of Russian psychology is I.M. Sechenov. He has everything psychological processes acquire a physiological interpretation. Reflexes originate in external influences, continue with the central nervous activity and end with reciprocal activity - movement, deed, speech. I.P. Pavlov studied conditioned reflex connections in the activity of the organism.
Gestalt psychology originated in Germany. A program was put forward for studying the psyche from the point of view of integral structures - gestalts (from the German “form”). Gestalt psychology develops the concept of a psychological image, uses a systematic approach to mental phenomena.
At the beginning of the 20th century, a direction of psychoanalysis or Freudianism arose. Z. Freud introduced a number of important topics into psychology: unconscious motivation, defense mechanisms of the psyche, the role of sexuality in it, the influence of childhood mental trauma on behavior in adulthood. Later, his students came to the conclusion that it is not sexual desires, but the feeling of inferiority and the need to compensate for this defect, the collective universal human experience, that determine mental development personalities (A. Adler, K. Jung). Unconscious representations hardly pass into consciousness, practically remaining unconscious. Consciousness resists them, i.e. a person does not let the whole truth about himself into consciousness. Unconscious ideas penetrate into the conscious life of a person, taking a distorted or symbolic form (3 forms of manifestation of the unconscious - dreams, erroneous actions - slips of the tongue, slips of the tongue, forgetting things, neurotic symptoms).
Humanistic psychology subject psychological research considers healthy creative personality human (G. Allport, G. Murphy. K. Rogers, A. Maslow). The goal of the personality is self-realization, self-actualization, growth of the constructive beginning of the human "I". A person is open to the world, has the potential for continuous development and self-realization. Love, creativity, growth, higher values, the meaning of life - these and similar concepts characterize the basic needs of a person. In the absence or loss of interest in life, a person experiences boredom, indulges in vice, he is struck by severe failures.
branch humanistic psychology is spiritual, Christian psychology. Spirit is the power of self-determination for the better. Spirituality gives a person access to love, conscience, a sense of duty. Helps a person to overcome the crisis of the illusory nature of his existence.
Interactive psychology considers a person as a being, the main characteristic of which is communication, interaction between people.
A significant contribution to the development of modern psychology of the 20th century was made by L.S. Vygotsky, A.N. Leontiev, A.R. Luria, P. Ya Galperin.
L.S. Vygotsky introduced the concept of higher mental functions (thinking in concepts, rational speech, logical memory, voluntary attention) as specifically human. These functions first exist as forms of external activity, and later belong to internal processes. They come from forms of verbal communication between people. It determines human behavior more than surrounding nature. Higher mental functions develop in the process of learning, i.e. in the process of joint activity of a child and an adult, a student and a teacher.
A.N. Leontiev revealed the mechanism of formation of higher mental functions.
A.R. Luria studied the problems of cerebral localization of higher mental functions and their disorders, and was one of the founders of neuropsychology.
P.Ya. Galperin considered mental processes from perception to thinking) as an orienting activity of a person in problem situations. He is the author of the concept of gradual formation of mental actions (images, concepts). Its practical implementation allows to increase the effectiveness of training.
Basic key concepts of the psychology of vocational education
Qualification - the degree and type of professional training of an employee, his knowledge, skills and abilities, as well as professionally important personality traits.
A profession is a certain type of professional activity that requires special knowledge, skills, abilities and personality traits for its implementation.
Specialty - a specific area of labor activity within the profession.
Vocational education is a scientifically substantiated organized process and the result of the professional formation and development of a person's personality and mastery of certain types of professional activity.
Psychological support professional development of the individual - an integral part of professional education, which consists in psychological help in overcoming the difficulties of professional life, correcting destructive development trends (crises, stagnation,
conflicts, deformations), increasing the adaptability of the employee to socio-economic and technological changes, developing a positive professional perspective for him.
Professional development - personal development in the process of choosing a profession, vocational education, training and performance of professional activities. The holistic process of professional development has stages, the transition from one stage to another is accompanied by normative crises. The pace and trajectory of professional development are variable and are determined by three groups of factors: age, individual psychological and technological.
Professional growth - continuous improvement of technological activities, enrichment of orientation, competence and professionally important qualities, increasing the efficiency of labor functioning.
Psychology of vocational education as a science and academic discipline.
The purpose of the psychology of vocational education as a science is the study of psychological patterns, mechanisms of a person's professional development.
The purpose of the psychology of vocational education as an academic discipline is to study the characteristics of vocational training, education and human development.
Methods of the psychology of vocational education as a science: general psychological, pedagogically oriented special research methods.
Methods of psychology of vocational education as an academic discipline - psychodiagnostic methods.
Within the framework of the psychology of vocational education as an academic discipline, the fundamentals of the psychology of vocational education are considered: its formation, subject, tasks, course structure, methodology and research methods; age characteristics of subjects of vocational education: periodization of the formation of personality, age characteristics of a person; psychological foundations of vocational education: personality-oriented education, postgraduate education, socio-professional education, educational-oriented professiography; psychology of activity and personality of a vocational education teacher: a teacher as a subject of professionalization, personality-oriented pedagogical communication.
Topic 2. The concept of the method and methodology of psychological research
The main provisions of the psychology of vocational education, underlying its methodology and methodology. Non-experimental research methods. Psychometric research methods. Experimental research methods. Genetic research methods
The main provisions of psychological science underlying its methodology and methodology.
Determinism - causality:
The psyche is conditioned by objective reality;
All mental phenomena are due to the activity of the brain;
When studying mental phenomena, it is imperative to establish the causes that caused them;
The psyche is determined by the way of life.
Unity of consciousness and activity:
Activity is a form of active consciousness;
Consciousness is the result of behavior and activity;
Consciousness forms the inner plan of human activity;
Changing the content of activity contributes to the formation of a qualitatively new level of consciousness.
Genetic development:
The psyche constantly develops and changes quantitatively and qualitatively;
The characterization of a mental phenomenon is possible with the simultaneous clarification of its features, moreover: at the moment, taking into account the history of its occurrence, taking into account the prospects for its changes.
The human activity is characterized by:
1) the use and manufacture of labor tools, their preservation for later use;
2) the productive nature and purposefulness of labor processes;
3) the subordination of labor to the idea of its product - the labor goal, which, like a law, determines the nature and method of labor actions;
4) the social nature of labor, its implementation in the conditions of joint activity;
5) labor is aimed at transforming the external world. The manufacture, use and preservation of labor tools, the division of labor contributed to the development of abstract thinking, speech, language, and the development of socio-historical relations between people.
During historical development society, a person changes the ways and methods of his behavior, transforms natural inclinations and functions into higher mental functions - specific human ones. These are socio-historically conditioned forms of memory, thinking, perception (logical memory, abstract logical thinking). The unity of higher mental functions forms the consciousness of man.
The research methods of psychology are ways in a special way
organized activity aimed at obtaining objectively new knowledge about the features, patterns and mechanisms of the psyche.
As a basis for the classification of research methods proposed by A.B. Orlov, elected the main task set by the scientist. Research tasks have four forms: describe, explain, measure, form mental education. A special group of methods is aimed at the quantitative processing of research data.
non-experimental methods.
The first research task is to describe vocational education and personal development in the process continuing education- is solved using non-experimental (clinical) methods.
Non-experimental methods include:
1. Observation - a method by which information is collected by direct and direct registration of mental phenomena on the basis of their deliberate and systematic perception.
2. Longitudinal method - repeated systematic study of the same subjects (or groups) in the process of their development.
3. Psychobiographical method - a method of psychological study of the life path of specific individuals.
4. A survey method that involves answers to specific questions of the researcher.
5. Analysis of the products of activity, which consists in the psychological study of the results of the educational and professional work of trainees: graphic materials (drawings, diagrams, projects), various handicrafts, technical devices, industrial products, etc.
6. Content analysis (from the English. contens content) -- a method of qualitative and quantitative analysis of the content of documents in order to identify or measure the various facts and trends reflected in these documents. A feature of content analysis is that it studies documents in their social context. It can be used as the main research method (for example, content analysis of the text in the study of the political orientation of the newspaper), parallel, i.e. in combination with other methods (for example, in the study of the effectiveness of the functioning of the media), auxiliary or control (for example, when classifying answers to open questions of questionnaires).
Not all documents can become the object of content analysis. It is necessary that the studied content allows you to set an unambiguous rule for reliable fixation of the desired characteristics (the principle of formalization), and also that the content elements of interest to the researcher occur with sufficient frequency (the principle of statistical significance).
Most often, press, radio, television reports, minutes of meetings, letters, orders, instructions, etc., as well as data from free interviews and open-ended questions of questionnaires act as objects of content analysis. The main areas of application of content analysis: identifying what existed before the text and what was reflected in it in one way or another (text as an indicator of certain aspects of the object being studied - the surrounding reality, the author or the addressee); definition of what exists only in the text as such (various characteristics of the form - language, structure, genre of the message, rhythm and tone of speech); revealing what will exist after the text, i.e. after its perception by the addressee (assessment of various effects of exposure).
Experimental Methods
The second research problem is solved with the help of experimental methods.
Experiment - a method that involves the active intervention of the researcher in the activities of the subjects in order to create best conditions for the study of psychological phenomena and processes. The experiment can be laboratory, natural and modeling.
The laboratory experiment takes place in special conditions, equipment is used, the actions of the subject are determined by the instruction. The subject knows that an experiment is being conducted, although he may not know its true meaning. The experiment is repeatedly carried out with a large number of subjects, which makes it possible to establish statistically significant patterns in the development of mental phenomena.
A natural experiment is carried out in the natural conditions of life, study, work of people, and people do not know that an experiment is being carried out on them (its results must be recorded, for example, with a hidden camera). natural experiments allow you to identify more reliable information, but cannot be carried out repeatedly, because then they lose their naturalness and concealment from the subjects.
Currently, the problem of the correctness of psychological experiments is being widely discussed, since the use of hidden equipment (dictaphones, cameras, video cameras) is considered unethical, unacceptable, even illegal. This limits the breadth of the study, but reduces the risk of trauma to the subjects.
Psychometric methods
The third research problem is solved with the help of psychometric (diagnostic) methods.
Psychometry is aimed at creating psychodiagnostic methods that are valid, reliable, and representative.
Psychometric methods include the following:
1. Testing - a method of psychological diagnostics, which uses standardized questions and tasks (tests) that have a certain scale of values. Distinguish the following types tests: tests special abilities, achievement tests.
2. Survey methods. These methods are widely used in psychometrics, especially questionnaires (biographical questionnaires, interest questionnaires).
3. Diagnostics of professional learning. Learning ability is understood as a system of qualities, abilities of an individual that determine the productivity of educational and professional activities (ceteris paribus - the presence of initial knowledge, skills, positive motivation, a certain level of physical development, health status).
genetic methods
The fourth research problem is solved with the help of genetic methods.
Genetic methods aimed at studying changes in the professional development of an individual over a long period of time include:
1. Formative experiment - a complex experiment that requires the joint efforts of theoretical teachers, didactics, methodologists; a statistically significant, long-term, prolonged experiment carried out to implement a particular theoretical concept (V.V. Davydov);
2. Monitoring studies. Depending on the object of monitoring, there are specific goals and objectives associated with its implementation in practice. The objects of monitoring can be the professional and educational process, the academic progress of students, the development of the personality of students, the formation of the study group, the professional activities of the teacher, the formation of the teaching staff.
3. A special group is the methods of quantitative processing of research data. These include:
Dispersion analysis (from Latin dispersio - dispersion) is a statistical method that allows you to analyze the influence of various factors on the variable under study. The essence of dispersion analysis is the decomposition of the measured attribute into independent terms, each of which characterizes the influence of a particular factor or their interaction;
Correlation analysis (from Latin correlatio - ratio) is a statistical method for assessing the form, sign and closeness of the relationship of the studied features or factors. An indicator of the strength of the relationship between two features is the correlation coefficient. Correlation is a measure of connection between phenomena of reality or factors of an experiment;
Factor analysis (from Latin factor - acting, producing and Greek analisis - decomposition, dismemberment) is a method of multivariate mathematical statistics used in the study of statistically related features in order to identify a certain number of factors hidden from direct observation.
4. Among the methods aimed at studying the professional activity of a person, the method of professiography, descriptive-technical and psychophysiological characteristics of a person's professional activity is widely used. As a result of professiogramming, professiograms are compiled, or summaries of data (technical, sanitary and hygienic, technological, psychological, psychophysiological), about specific process labor and its organization, as well as psychograms of professions.
Psychograms are a "portrait" of the profession, compiled on the basis of a psychological analysis of a specific work activity, which includes professionally important qualities (PVK) and psychological and psychophysiological components that are updated by this activity and ensure its performance. The importance of the professiography method in the psychology of vocational education is explained by the fact that it allows modeling the content and methods of forming professionally important personality traits, given by a particular profession, and building the process of their development based on scientific data.
Questions for Chapter 1
1. Define the psychology of vocational education.
2. Define professional development and name the main stages of professional development.
3. Describe the option as a stage of professional development
personality and name the psychologically conditioned educational problems that arise at this stage.
4. Describe professional adaptation as a stage in the professional development of a person and name possible options for solving psychological problems that arise at this stage.
5. Describe the place of the psychology of vocational education in the system of psychological sciences.
6. Compare the content of such key concepts of the psychology of vocational education as "qualification", "profession" and "specialty".
7. Define vocational education and describe the structure of the domestic system of vocational education.
8. Justify the need for psychological support for the professional development of the individual.
9. Give a comparative description of the psychology of vocational education as a science and academic discipline in terms of goals, object, subject and research methods.
10. Compare the tasks of the psychology of vocational education as a science and an academic discipline.
11. Define research psychological methods.
12. What methods can be used to solve the research problem of describing the professional development of a person? Describe them.
13. What methods can be used to solve the research problem of explaining the patterns and mechanisms of professional development of a person? Describe them.
14. What methods can be used to solve the research problem of measuring psychological significant features educational and professional activities of trainees? Describe them.
15. List the requirements that psychodiagnostic methods must meet.
16. What methods can be used to solve the research task of forming and tracking the development of the personality of students? Describe them.
17. Describe the methods of quantitative processing of research data.
18. What are the main aspects of the description of the profession when compiling its professiogram.
Chapter 2
Topic 3. Formation of personality in ontogenesis
Definition of key concepts. Structure and characteristics of personality. Social situation of development and leading activity. The value of needs in the formation of personality.
Module 2. Phenomenology of personality development
Definition of key concepts
Personality is the object of study of many sciences - philosophy, sociology, psychology, ethics, aesthetics, pedagogy, etc. Each of them studies the personality of a person in its specific aspect.
For the socio-psychological analysis of personality, the concepts of "personality", "individual", "individuality", "person" should be separated.
Man is the most general concept. This is a biosocial creature with articulate speech, consciousness, higher mental functions (abstract-logical thinking, logical memory, etc.), capable of creating tools and using them in the process of social labor. These specific human abilities and properties (speech, consciousness, labor activity Ypres.) are not transmitted to people in the order of inheritance, but are formed in them during their lifetime, in the process of assimilating the culture created by previous generations.
There are reliable facts that show that if children with early age develop outside of society, they remain at the level of development of animals ("Mowgli"), they do not form speech, consciousness, thinking, upright posture. In order for a person to form logical thinking, to develop a system of concepts, he must begin his life in the world of objects and phenomena created by previous generations.
By participating in labor and various forms of social activity, people develop in themselves those specific human abilities that have already been formed in humanity. On the other hand, without having biological usefulness (oligophrenia), it is impossible even under the influence of society, upbringing, education to achieve the highest human qualities.
An individual is a biological organism, a carrier of common genotypic hereditary properties species. We are born as individuals.
Personality - the socio-psychological essence of a person, formed as a result of the assimilation by a person of social forms of consciousness and behavior, the socio-historical experience of mankind. We become personalities under the influence of life in society, education, training, communication, interaction.
Psychology takes into account that a person is not only an object of social relations, not only experiences social influences. It refracts, transforms them, begins to act as a set of internal conditions through which the external influences of society are refracted.
Personality is not only an object, but also a product of social relations, but also an active subject of activity, communication, consciousness, self-consciousness.
Personality is a social concept. She is not born. It arises in a person as a result of social and cultural development. Nature, society, culture - these are the three spheres in which a person lives.
Personality - in a broad sense - acts as an active subject of activity (subject of nature, society, culture).
Personality - in the narrow sense - acts as the subject of solving problems, choosing behavior in difficult situations able to solve problems independently and responsibly.
A person as a person from the point of view of psychology is characterized by developing self-awareness, which is the basis for the formation mental activity independence of the individual in her judgments and actions and focused primarily on self-knowledge, self-improvement and the search for the meaning of life; activity - the desire to go beyond the limits of realized opportunities, beyond the role prescriptions, to expand the scope of activities; the presence of a self-image - a system of a person's ideas about himself real, himself expected, his ideal, which ensure the unity and identity of his personality and are found in self-assessments, a sense of self-esteem, the level of claims, etc .; orientation - a stable system of motives: needs, interests, ideals, beliefs, etc.; abilities, properties and qualities that ensure the success of a certain activity; character, which is a set of stable individual properties of a person that determines his typical ways of behavior and emotional response.
Individuality - the originality of the psyche and personality of the individual, its uniqueness. It manifests itself in the traits of temperament and character, emotional and volitional spheres, interests, needs and characteristics of a person.
Personality structure
In modern psychology, there are several points of view on the internal structure of personality. The most famous is the dynamic functional psychological structure of the personality of K.K. Platonov:
1. Orientation. The personality traits included in this substructure do not have directly innate inclinations, but reflect the individually refracted group social consciousness.
2. Social experience. This substructure combines knowledge, skills, abilities, habits acquired on the basis of personal experience through training, but already with a noticeable influence of both biologically and even genetically determined personality traits.
3. Individual features of mental processes. This substructure combines the individual characteristics of individual mental processes, or mental functions: memory, sensations, perception, thinking, emotions, feelings, will, which are formed in the process of social life.
4. Biopsychic properties. This biologically determined substructure combines the typological properties of the personality, its gender, age characteristics and pathological changes, which largely depend on the physiological morphological features brain.
5. A common characteristic of living beings is their activity, which ensures the maintenance of vitally significant connections with the outside world. The source of human activity is its needs.
Personality characteristics
Personality is characterized by a number of components. Let's define the most important of them.
Orientation is the most important property of the individual, which expresses the dynamics of the development of a person as a social being, the main trends in his behavior.
Need - a person's need for certain conditions of life and development.
Motives - related to the satisfaction of certain needs, incentives for activity, answering the question "For the sake of what is it done?". The motive implies knowledge of those objects that are able to satisfy the need, of those actions that can lead to its satisfaction.
Motivation is a relatively stable and individually unique system of motives.
Temperament is a characteristic of an individual in terms of the neurodynamic features of his mental activity.
Abilities are mental properties that are the conditions for the successful implementation of any activity.
Character is a set of core life-formed properties: a person's attitude to the world, which leaves an imprint on all his actions and deeds.
Emotionality - a set of qualities that describe the dynamics of the emergence, course and termination of emotional states; sensitivity to emotional situations.
Activity - a measure of the interaction of the subject with the surrounding reality; the intensity, duration and frequency of the actions performed or activities of any kind.
Self-regulation - regulation by the subject of his behavior and activities.
Motives are the motivational component of character.
Will - the need to overcome obstacles, the conscious mobilization of the personality of their mental and physical abilities to overcome difficulties and obstacles, to perform purposeful actions and deeds.
A special and unlike other personality in the fullness of its spiritual and physical properties is characterized by the concept of "individuality". It is expressed in the presence of different experiences, knowledge, opinions, beliefs, in the difference in character and temperament. We prove our individuality, we affirm.
Motivation, temperament, abilities, character are the main parameters of individuality.
It is important that personality is a self-organizing system. The object of her attention and activity is not only the outside world, but also herself. This is manifested in her sense of "I", which includes self-image and self-esteem, self-improvement programs, habitual reactions to the manifestation of some of her qualities, the ability to self-observation, self-analysis, self-regulation.
Personality is characterized by 5 potentials: cognitive, value, creative, communicative, artistic.
Cognitive (epistemological) potential is determined by the volume and quality of information that a person has. Information is made up of knowledge about the outside world and self-knowledge. This potential includes the psychological qualities associated with human cognitive activity.
The value (axiological) potential is determined by the acquired personality in the process of its socialization by the system of value orientations in the moral, political, religious, and aesthetic spheres. Those. her ideals, life goals, beliefs, aspirations.
The creative potential of a person is determined by the skills and abilities acquired by her and independently developed, abilities for action and their measure in the implementation of a particular field of work.
The communicative potential is determined by the degree and forms of sociability of the individual, the nature and strength of the contacts that she establishes with other people.
Artistic potential - is determined by the level, content, intensity of her artistic needs and how she satisfies them. artistic activity manifests itself in professional and amateur creativity, in the "consumption" of works of art.
Thus, a person is determined not by his character, temperament, physical qualities, etc., but by:
1) What and how does she know.
2) What and how she appreciates.
3) What and how it creates.
4) With whom and how she communicates.
5) What are her artistic needs and how does she satisfy them.
6) What is the measure of responsibility for their actions, decisions, fate.
Freedom of the individual or freedom of choice, will, is determined by the ability of a person to make a choice of one or another variant of behavior. The freedom of the individual is manifested in the realization of the necessity and expediency of the chosen variant of behavior with full recognition of responsibility for the choice made and the future consequences of one's actions.
The value of needs in the development of personality
Needs - the state of the individual, created by the need experienced by him in the objects necessary for his existence and development. The specific meaningful nature of the need, usually associated either with the object that is sought to be possessed, or with any activity that should give a person satisfaction.
More or less clear awareness of the need, accompanied by characteristic emotional states (attractiveness of the object, displeasure, suffering from dissatisfaction of the need, etc.).
The presence of an emotional-volitional state, orienting to the search
and finding possible ways satisfaction of needs. Weakening, and sometimes complete disappearance of these states or their transformation into opposite ones when previously realized needs are satisfied (for example, a feeling of disgust at the sight of food in a state of satiety).
The re-emergence of a need when the underlying need resurfaces.
There are various classifications of needs. Needs are distinguished by origin (natural and cultural) and by subject (material and spiritual).
1. Natural needs are associated with the need to preserve and
sustain the life of man and his offspring. Dissatisfaction of natural needs leads to the death of a person or his degeneration.
2. Cultural needs express dependence vigorous activity man from the products of human culture; their roots lie entirely within the boundaries of human history. The dissatisfaction of cultural needs does not lead to the physical death of a person, but causes social death.
3. In material needs, a person's dependence on objects of material culture (the need for housing, clothing, household items) is revealed.
4. Spiritual Needs Reveal Food Addiction public consciousness(the need to receive information, listen to music, see beauty, etc.).
The inextricable connection of all types of needs with each other is obvious. So, a need that is natural in origin can be at the same time material in terms of the subject, cultural in origin - either material or spiritual in terms of the subject. Satisfaction of spiritual needs is impossible without satisfaction of material ones.
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General definition of personality traits of a teacher
As noted in Russian educational psychology in late XIX in P.F. Kapterev, one of the important factors in the success of pedagogical activity is the "personal qualities" of the teacher. The obligatory nature of such qualities as purposefulness, perseverance, diligence, modesty, observation is noted. The need for wit, as well as oratorical abilities, artistry of nature is specially emphasized. Especially important is the readiness for empathy, i. understanding the mental state of students, empathy, and the need for social interaction. Researchers also attach great importance to pedagogical tact, in the manifestation of which the general culture of the teacher and the high professionalism of his pedagogical activity are expressed.
"Professional and pedagogical qualities of a person
When considering a teacher as a subject of activity, researchers identify professional and pedagogical qualities that can be very close to abilities, and actually
personal. To important professional qualities according to A.K. Markova, include: pedagogical erudition, pedagogical goal-setting, pedagogical thinking, pedagogical intuition, pedagogical improvisation, pedagogical observation, pedagogical optimism, pedagogical resourcefulness, pedagogical foresight and pedagogical reflection. The fact that these qualities are close to the concept of “ability” is confirmed by A.K. Markova, who defines many of them in this way. Significantly , that many of these qualities (abilities) are correlated directly with the pedagogical activity itself.
Professionally- personal development, as a continuous process, is most successfully carried out in the system of continuous education.
The content of the concept of continuous education is still interpreted ambiguously due to the complexity of the phenomenon itself. In the domestic psychological and pedagogical literature, the approach to building a system of continuous pedagogical education from the standpoint of a functional and organizational feature prevails, according to which the main thing for an individual is the ability to constantly improve knowledge, skills and abilities. Approaches that accentuate the personal aspect of the system are much less common.
Basic purpose of training teacher is the formation of the professional and pedagogical orientation of the student and his readiness for pedagogical activity in modern general education school. The result of training should be a person's awareness of the essence of his profession as an activity aimed at the integral development of each student of the school. Based common purpose functioning of the system of continuous pedagogical education, it is necessary to single out the goals of each stage of teacher training. The stage of pre-university training is the formation of a future student's interest in the teaching profession, the development of professionally significant qualities and personality traits on the basis of self-knowledge, reflection and self-movement. The university stage is the main one for the professional and personal development of the teacher, because. it is during this period that there are the most favorable conditions for the formation of personal and professional qualities of the future teacher.
Practical psychologist- people who have theoretical knowledge in the field of psychology and practically work with the vital and personal problems of the client. To do this, he uses traditional forms: lectures, psychology lessons, business games, trainings.
The psychological education service is one of the most essential components of the country's integral education system.
The main goal of the psychological education service is to provide mental and mental health children of preschool and school age.
The psychological service of education is an integral phenomenon, which is the unity of its four components, or aspects - scientific, applied, practical and organizational. Each of the aspects has its own tasks, the solution of which requires special professional training from the performers.
4. Pedagogical activity: motives, structure, styles, abilities.
Pedagogical activity is the educative and educational influence of the teacher on the student (students), aimed at his personal, intellectual and activity development, at the same time acting as the basis of his self-development and self-improvement.
motive- this is what the activity is carried out for, “objects of the outside world, ideas, ideas, feelings and experiences, in a word, everything in which the need is reflected” (L. I. Bozhovich) can act as a motive.
In pedagogical activity, external motives are distinguished, for example, the motive of achievement, and internal, for example, orientation towards the process and result of activity. External motives for prestigious work in a certain educational institution, the motives for the adequacy of wages often correlate with the motives of personal and professional growth, self-actualization. At the same time, in pedagogical practice, as a specific form of interaction between an adult and a child, such an orientation as dominance, or the motive of power, appears. One of the researchers of pedagogical abilities, Aminov, based on the analysis of theories of explanation of the phenomenon of power (A. Adler, D. Cartwright, J. French, V. Raven, J. McClelland, etc.) asserts the importance of Adler's thesis about the special role of the desire excellence, superiority and social power in the complex of leading motives of personal development. Aminov specifically emphasizes that in the motivational basis for choosing pedagogical activity, the motive of power is always focused on the benefit of others (help through knowledge). This is also important for predicting the success of pedagogical activity. Under the provision of assistance, altruistic (prosocial) behavior, according to Aminov, can be understood as any action aimed at the well-being of other people. This position is consonant with the humanistic interpretation of learning motivation.
The motivational-required sphere of a teacher's activity in the literature is often interpreted in terms of its centering (according to A.B. Orlov). Centering in humanistic psychology is "a specially constructed simple interaction between a teacher and students, based on empathy, non-judgmental acceptance of another person and congruence of experiences and behavior." According to Orlov, the teacher's personal centering is an "integral and backbone" characteristic of his activity. At the same time, it is assumed that it is the nature of the teacher's centralization that determines the whole variety of this activity: style, attitude, social perception, etc.
Orlov describes seven main centralizations, each of which can dominate both in pedagogical activity in general and in individual, specific pedagogical situations:
Egoistic (centering on the interests of one's Self);
Bureaucratic (centered on the interests of the administration, leaders);
Conflict (centered on the interests of colleagues);
- cognitive (centering on the requirements for the means of education and upbringing);
Altruistic (centered on the interests (needs) of students);
Humanistic (the teacher's focus on the interests (manifestations) of his own essence and the essence of other people (administrator, colleagues, parents, students)).
Of course, the humanistic type of centralization is opposed to the first six, which reflect the reality of traditional education. Changes in the direction of these centralizations or decentration of the teacher, according to experts in humanistic psychology, are one of the psycho-corrective tasks modern education in general and early childhood education in particular.
Similar information.
Every day, a university teacher faces questions that require an appeal to psychology to resolve. educational team. The study of the individual characteristics of trainees and collective group psychological manifestations, establishing relationships with the study group, gaining authority in it, involving the public in solving educational problems - all these and many other problems, while not new, remain relevant both in practical and theoretical terms. Pedagogical activity at the university is a lively work with students: arming them with knowledge and skills, forming their convictions, developing professional qualities, spiritual and physical strength. It is natural that the sphere of constant concerns of the teacher is a specific personality, social maturation and the formation of the student as a future specialist. This individual-personal orientation of the teacher is especially necessary in the context of the development of higher education, the course towards strengthening the individual approach to teaching and upbringing.
However, considering trainees as active participants pedagogical process, it must be remembered that they are not isolated subjects, but as individuals they always act as representatives of specific groups, carriers of their psychology. They, as members of a collective, are connected with their comrades, their actions are largely determined by common positions, opinions, expectations, relationships, traditions, that is, collective psychology. Many pedagogical influences, even knowledge to be mastered before becoming a teaching and educating factor that controls the behavior of the individual, are refracted in the psychology of the collective (group). Therefore, the effectiveness of pedagogical activity is in a certain dependence from collective opinions, relationships in educational teams and other socio-psychological phenomena. To know these phenomena and dependencies, to accurately take them into account in everyday affairs and promising pedagogical undertakings, means to practically implement the principle of relying on the team, to receive powerful support from the entire student community.
The work of a higher school teacher, if she is psychologically literate, is to study what socio-psychological factors influence the educational process, and to determine, on the basis of this, the content and nature of appropriate pedagogical and organizational activities, to implement them. taking into account the prevailing psychological situation.
The teacher studies the educational team with clearly defined goals: to find support in its psychology in order to achieve a complete and high-quality assimilation of the program material by each student and turn the team into a subject of the educational process. Studying the psychology of the team, both the teacher and the head of the educational unit, in essence, constantly evaluate the psychological situation in order to make informed decisions about the content and methods of teaching, the primary and long-term goals of education, the style of their behavior and treatment of students. Using appropriate methods, the teacher seeks to obtain specific and accurate answers to the following questions.
- 1. What are the individual characteristics of each member of the team (orientation of personality, cognitive abilities and abilities, character, temperament), authority and social activity, intra-collective status and role. Some of the team members may need closer attention and in-depth study.
- 2. What is the direction of the team: the content of the main spiritual values, interests and needs; the degree of unity of opinions, views, assessments and positions on topical issues; the content of goals and collectively adopted decisions; attitude to study and individual academic subjects; attitude towards specific individuals; the level of development of the ability to develop collective opinions and decisions.
- 3. What traditions, collective habits, customs and norms of intra-collective behavior prevail in the team
- 4. What are the relationships in the team: interpersonal relationships, microgroups, the basis of their formation and orientation; communication skills and culture; the presence of conflicts, their content and causes.
- 5. What is the level of organization and ways to achieve it in joint actions, the degree of manageability and discipline of the team.
- 6. What is the state of the team and its dynamics at a certain stage of joint activity in connection with possible and expected events.
Usually, a more detailed and in-depth study of that side of collective psychology, which is directly addressed to educational activity, is necessary. The information received on all named parameters is subject to the analysis and generalization. Evaluation of the psychological conditions in which pedagogical tasks, consists of: assessing the qualities of the team, determining the strengths and weaknesses of its psychology, monitoring their change in the course of the development of the team; assessment of the current state of the team at each training session, the degree of compliance with their educational objectives and organizational forms of study. Based on the content and vital role of collective psychology, we can conclude that the course and results of student learning depend on two complex indicators: the collective motivation for learning activities (attitude towards learning) and the cognitive strength of the team (the level of preparedness, receptivity and consistency of cognitive capabilities within team, interaction skills in joint learning activities, organization and discipline). All these indicators in the existing team have a certain stability, and at the same time they change according to the laws of the dynamics of the state of the team.
Educational motivation, that is, the attitude of the team to learning, individual subjects and types of classes, is characterized by content (positive or negative orientation), strength and intensity. Collective motivation as a socio-psychological phenomenon is characterized by a certain unity, the degree of which increases as the team unites. The motivation for learning crystallizes as an indicator of its business maturity, finds its expression in collective opinions and decisions, as well as in the traditions, norms and habits of educational activities.
An important motivational factor in learning is a specific kind of collective opinion, which embodies a group assessment of the professional significance of individual subjects. The content, objectivity and maturity of this opinion determine the degree of responsibility of students in their studies, the distribution of their efforts and time, and, as a result, the quality of assimilation of educational material, the completeness or one-sidedness of professional readiness for future activities. The formation of a mature public opinion about the role and place of each academic subject in the development of a specialist is the goal of the versatile pedagogical work of the teaching staff, all activities for professional orientation and the formation of a professional orientation of students. Sometimes the subjective preferences of senior students and individual graduates come into play here, who, meeting with younger comrades, frivolously advise them "not to waste time on what is not necessary in future activities." Therefore, it is necessary to take care of the formation of accurate group assessments so that false views do not take root among the trainees, causing considerable damage to the educational process and the quality of specialist training.
It is important for the teacher and the head of the university department to know the attitude of students towards various elements teaching, forms and methods of training and education. What do they value more in the activity of this or that teacher? What are considered signs of pedagogical skill and deep knowledge of the subject? What do they value as a model and example for themselves?
The cognitive power of the team is determined not only by the individual preparedness and receptivity of the trainees, but also by the nature of the interaction between them. In a good team, intellectually active, camaraderie-bred students raise the general cognitive level. They create an atmosphere of struggle for high educational achievements, stimulate cognitive activity their comrades, helping them overcome difficulties in their studies. This allows the teacher, when determining the amount of the teaching load, to focus on the better prepared, leading part of the team, reasonably relying on intra-collective mutual assistance. The teacher systematically relies in his activities on cognitively active students. He identifies in each group those members of the team who will become his assistants in the work: he prepares them as experts, consultants, and organizers of the implementation of educational tasks. What we are talking about here is, in essence, the creation of a specific educational asset that strengthens the ties between the teacher and the team, and multiplies the cognitive capabilities of all students. The developed system of creation and operation of the educational asset was, in particular, an integral part of the pedagogical practice and theory of V.A. Sukhomlinsky.
An important area of pedagogical activity is the study of the individual characteristics of the work of each student in the conditions of lecture and class-group training. It is known that the very fact of the presence of observers significantly affects educational and cognitive activity, activates some and fetters others. There are people who are reluctant to participate in collective-group forms of study, refrain, in particular, from speaking at seminars, from participating in discussions, sometimes explaining this by the peculiarities of their character. Knowledge of this kind of individual characteristics allows the teacher to more accurately manage communication in the team, carefully restraining the overly active and impulsive and awakening mental courage and determination in the timid and unsociable.
Of certain importance for the teacher is the idea of the position of each student in his team, of the degree of respect and authority that they enjoy. If, say, you need to point out shortcomings in the actions and behavior of a student who has a high intra-collective rating, then this should be done with exceptional reasoning, based on facts that are convincing to everyone. At the slightest tactlessness of the teacher, even objective criticism will not be accepted, moreover, the foundations from which it comes from will be questioned. The form of influence on the student, whose status in the team is not high enough, is in need of special thinking and psychological justification, so as not to complicate the process of his “growing” into the system of relationships. In such cases, an individual form of criticism and analysis of behavior is preferable.
Knowledge of the considered and other collective-group psychological factors learning and personal development gives the teacher the opportunity to work more efficiently due to a clear coordination of pedagogical activities with the qualities and conditions of the team, and, consequently, each of the students, a more accurate definition of educational goals and ways to achieve them in existing psychological conditions. Of course, for this it is necessary that the teacher not only knows well the psychology of the team with which he works, but also has an extensive fund of influences, owns a variety of methods of training and education and, in particular, would not be rigidly tied to the only option for conducting a lesson.
The elements of the pedagogical process that the teacher can operate personally, in accordance only with the current psychological situation and guided by considerations of expediency, include: the magnitude of the relative teaching load, stimulating effects (methods of managing educational motivation), forms and methods of organizing educational activities. In the course of deepening the restructuring of higher education, the teacher's rights to creative searches and experiments will undoubtedly expand. Given these opportunities and prospects, we can identify a number of areas of psychological optimization of pedagogical activity.
First direction- regulation of the study load in accordance with the cognitive capabilities and the level of efficiency of the team, so as not to artificially slow down its readiness for a higher rate of assimilation and not to impose excessive training work in inappropriate conditions. Second direction- flexible response to motivational processes in order to ensure a responsible attitude and interest in solving the proposed tasks, as well as preventing hidden and obvious deformation of educational motives. third direction- organization of educational work in accordance with the laws collective activity, all-round increase in the level of collectivity of study. Fourth direction- stimulation of the collective mechanism of self-organization and maintenance of academic discipline.
The need for operational regulation of the training load is due to the fact that the same tasks are perceived differently in different teams, as well as in the same team, but under different conditions. The teacher should be ready, both for increasing the load, and for its systematic decrease, if this is required by the intra-collective situation. Productive study load can be increased by improving the skills of the classroom work of students, by increasing their intra-collective responsibility for the quality of preparation for seminars and practical classes, as well as by using new, progressive teaching methods.
Experienced teachers achieve a lot by influencing the collective motives for learning. An important way of strengthening motivation is the formation of a high standard of educational achievements in the team. This is a special socio-psychological phenomenon, a special atmosphere of the team, in which significant individual indicators in studies become a necessary condition for gaining authority and respect from comrades. Only with a high rate of achievement is the student inclined to consider his studies as a way of self-affirmation and winning comradely recognition. A business-oriented, learning-oriented team climate is created by making individual learning outcomes socially relevant. It is necessary that the team be involved in what each student does in his studies, be involved in the evaluation of his work, develop the ability to rejoice at the successes and achievements of his comrades.
Maintaining learning motivation involves using the patterns of collective mood dynamics. Emotional coloring of the studied material, development personal relationship to knowledge, the influence of an example of one's own passion for the subject, reliance on the internal emotional centers of the educational team - good ways development and consolidation of interest in learning. The whole atmosphere of the team should be focused on educational and cognitive goals, permeated with the cult of knowledge and professionalism.
An important reserve for the growth of the quality of the educational process is the organization of studies in accordance with the tendency inherent in the team to act as a single whole. Students work more creatively in the classroom if they solve a common learning problem, look for a way to the same goal, come into contact with each other, exchange the results obtained, use them to take the next step in knowledge, freely obey the spirit of a healthy competitiveness. The traditional forms of educational work of a high collective level are seminars, discussions, workshops and various educational games. They contribute a lot to mutual learning. Students act in various roles, reveal their abilities more fully, act more actively and with a greater sense of responsibility. However, these classes do not yet cover the entire educational process. They are practiced at that relatively late stage of learning, when the exchange of previously accumulated knowledge and their joint application is carried out.
In the practice of innovative teachers, there are increasingly common forms of collective learning, which consist not only in the exchange of knowledge, but also in their acquisition. Educational work in small groups, quickly created to jointly search for an answer to a difficult question, a solution learning task method similar to the so-called brainstorming, the creation of competitive situations, the distribution of educational work among individual members of the team with the expectation of the subsequent unification of the knowledge obtained separately - all these are specific ways to increase the level of collectiveness of educational activity.
A high degree of collectivity is given to learning by the organization of mutual assistance. It is important not only in critical situations, when one or another student, feeling that he has reached a dead end, loses heart and refuses to further attempts to understand a difficult issue. The principle of mutual assistance is often placed at the basis of systematically organized group forms of education. In these cases, individual trainees prepare well in advance to act in the next class as a teaching assistant.
The general socio-psychological prerequisite for the introduction of the principle of collectivism into educational work is good, morally mature, emotionally warm interpersonal relationships among the trainees. Conflicts, mutual insults, antipathy, selfishness, the desire to take advantage of the results of a friend's work and other negative phenomena interfere with collective educational activities, fetter communication and interaction in the classroom.
A necessary prerequisite for achieving educational goals, as you know, is a high academic discipline. Its approval is one of the primary tasks in the system of education and upbringing at the university. Discipline is a clear statutory rhythm, the absence of internal failures in the functioning of a complex planning mechanism, logistics and directly in the educational educational work. Discipline in a higher education institution presupposes full concentration on educational activity and the exclusion of any breaks and distractions from it. It is provided organizational activities leaders, teachers and all students. A significant share of responsibility for the state of discipline falls on the teams of study groups. In their collective-group psychology, specific mechanisms of self-regulation, maintenance of order and organization should be formed. joint action as well as individual behavior.
All trainees are involved in the process of maintaining discipline within the team, but the greatest burden falls on those members of the team who, due to their intra-collective position, are obliged and able to solve these problems. A powerful source of team discipline is its clear position on the whole range of issues related to maintaining established order brought to specific norms of behavior and traditions. The strength of intra-collective norms lies in their inseparability from the collective and individual consciousness, as a result of which they are respected as personal principles and beliefs. Correctly built relationships stabilize discipline. Depends on the order and the mood of the team. Both excessive excitement and apathy, despondency, indifference to everything are harmful to his organization.
The reliance of the teacher on the team in maintaining discipline is to enable the trainees themselves to cope with the emerging wrong behavior. The main means of maintaining high discipline are a clear organization of all elements of the lesson, an example of the personal organization of the teacher, his diligence and exactingness, the ability to timely notice a brewing failure in the normative behavior of students and in the mechanisms of collective self-regulation.
Thus, the effectiveness of training and education of students is determined by the ability of the teacher to take into account in their actions the socio-psychological characteristics of educational teams, their current state. In the structure of pedagogical skills, a significant place is occupied by the knowledge of the psychology of the educational team, the skills of studying and evaluating its states, as well as the psychological justification of the actions taken in the course of training and education. All this assumes that the teacher gives great attention life and activities of the team of students, actively participates in its work, provides the necessary assistance in resolving intra-collective problems and difficulties. Only on such a basis is it possible to have a truly scientific, deep knowledge of the psychology of the collective and the ability to take it into account in the training and education of future highly qualified specialists.
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