The correct order of the steps of professional development. Professional development of personality

The entire course of the professional formation and development of a professional is considered not in the stages and stages of his “free”, outside the situation, development, determined by the sensitive and critical phases of development, but in a different, in line with the dual approach, logic. The meaning of this logic lies in the critical restructuring of the personality of the subject when "entering" into various social structures, into the systems of various social institutions, organizations and contacts in which a real individual lives and acts: family, school, reference groups, social institutions, production organizations and teams etc. At the same time, in each psychologically important moment of professional development, a fundamentally similar “technological” structure of actions of a practical psychologist is realized, revealed in the functional scheme of the “three-component” psychology of professional development. Of course, each time this “technological structure” is filled with its own specific psychological content, taking into account the state of the subject (in the broad sense), the state of the life situation, as well as the problems and tasks that this particular subject faces. Therefore, the construction of practical examples will be built in accordance with the already accepted rules for organizing the activities of a practical psychologist, but according to a somewhat “truncated” scheme.

This schema is:

Psychological formulation of a practical problem, which involves a psychological analysis of personality (PAL) and life situation (PAS) in the task of assessing the appropriate level of professional readiness (psychological analysis of the task);

Selection of the appropriate "model of personality", model (representation) of the situation and research methods (organization of the collection of psychological data);

Interpretation of data of the first and second levels;

It is necessary to consider in the individual consciousness both together and separately its "knowledge" and "evaluative" components, and within them:

? "image of the World" (picture of the world, idea of the world, outlook in the narrow sense);

? "I-image" (identification, self-esteem, and self-representation);

? "sphere" of arbitrary regulation of activity (goals, values, ideals, technologies and quality of labor in general);

? "sphere" of norms and values, intentions and interests.

Naturally, in this case, the so-called special forms of consciousness cannot be bypassed: ethnic and legal; political, economic and environmental.

Recognizing the significant role of individual consciousness in the personal choice of a future professional career (in shaping a person’s intentions), the process of professional development itself is presented as a process of individual development on a personal (not on a narrowly “professional” level):

? "Pictures of the World", the image of "I" and "the image of interaction between the I and the World";

Development of individual psychological systems of conscious reflection and arbitrary regulation;

Structuring the picture of the world and images of the interaction of the subject with the world (in the form of separate images of the elements of the "subject's environment - objects and subjects; culture - "material", technical and "ideographic" (sign, symbolic, science and arts) - and personal experience;

Norms and values;

The spheres of production (including the "world of professions"), consumption (including advertising and fashion) and exchange (including property and the market), etc.

It is advisable to specifically consider the structure and dynamics of the above phenomena of individual consciousness (including the picture of the world and the image of the “I”) in several different planes and plans:

In historical terms (for example, comparing the data of the 1930s, 1960s and 1990s of our century);

In ethnocultural terms (Russia, developed and developing countries);

In the "national" plan (small, "medium", large nations);

In terms of sexual dimorphism (boys and girls and men and women);

In terms of age (6 - 8 years: 10 - 15 years; 17 - 19 years; 25 - 30 years and adults).

The dual approach requires the systematization and generalization of the results of the above works in order to realistically present the interaction of personal phenomena of consciousness and discover regular connections between the two most important levels of civil and professional development of the subject: the psychological and specifically social; in order to be able to reasonably link the so-called socio-economic background and the specifics of the individual life path of a particular subject.

Applying this approach at the level of a developing professional (at a narrow "professional level") for the psychological assessment of the characteristics of his personal development, it is possible, in the first approximation, to identify the system blocks (symptom complexes) of his personal qualities, which, in turn, can be considered as subsystems of personal properties. professional, formed and acting in the process of its formation:

General personal (picture of the world, worldview, image of "I", relationships and social norms, common values and the importance of work, etc.);

Operational (abilities, systems of mental regulation of behavior and activity in solving professional problems, technology of activity, etc.):

Motivational (professional interests, inclinations, reflection of oneself in the profession, achievement motives, etc.);

? "emotional" or functional states (intentions, expectations, activity, emotional background, etc.).

Taking into account the indicated personal symptom complexes (general personal, operational, motivational and emotional), it can be proposed, in accordance with the above rule of priority of the social situation (environment) for the formation of the subject, as a psychological basis for highlighting the stages of the formation of a professional, the category of "readiness", implying the psychological and personal readiness for a “meeting” with a new situation of professional development.

We single out the following “critical situations” of professional development as critical points on the life path of a professional:

School readiness;

Readiness for a professional choice;

Readiness for vocational training;

Readiness for professional activity;

Willingness to continue professional activities (professional improvement);

Readiness for a change of profession (change of workplace).

Models of the formation of professional activity

The result of the process of professionalization is the formation of professionalism - a specific property that characterizes a professional person. Professionalism is considered as an integral characteristic of a person, manifested in activities and in communication. Professionalism is not only the achievement by a person of high performance indicators, but also the features of his professional motivation, professional thinking, the system of his aspirations, value orientations, and the meaning of work.

In psychology, the statement about the formative role of activity in the development of the human psyche has acquired the strength of an axiom. In professional activities carried out in specific socio-historical conditions, not only individual professionally important qualities, knowledge, skills and abilities are formed and improved, but the professional personality itself is also formed (L. M. Mitina, 1997; Yu. P Povarenkov, 2002; A. R. Fonarev, 2005; E. P. Ermolaeva, 2008 and others). As a result, a socially professional type of personality is formed with certain value orientations, character, features of intergroup and intragroup communication. As a result of the experience of professional activity in various conditions of the physical and social environment, the subject of activity acquires the ability to adapt and resist various disturbances in the external environment.

From the standpoint of labor psychology (E. A. Klimov, 1995, N. S. Pryazhnikov, 1997, G. V. Sukhodolsky, 2008, etc.), the psyche is interpreted as “filled” with specific professional content. Such a "professional" psyche is formed and developed in the course of vocational training and the accumulation of work experience; it leaves its mark on all the characteristics of a person (as an individual, personality, subject of activity and individuality). Thus, on the one hand, the personal characteristics of the employee have an impact on the process and the result of his work; on the other hand, the formation of the professionalism of a person and the personality of a professional occurs in the course of professional activity and under its influence. The activity is carried out in the conditions of specific socio-economic conditions and socio-professional environment.

Methodologically, we are in a position according to which, in the formation of individual professionalism, all levels of a person are subject to change - the level of a biological individual, the level of personality, the level of the subject of activity and the level of individuality. We find the prerequisites for such an understanding of the formation of a professional person in B. Livehud, who identifies three aspects human development :

1) biological development, including periods:

a) evolution (there is more creation than destruction);

b) establishing a balance between creation and destruction;

c) involutions (increasing destruction);

2) mental development;

3) spiritual development.

Here you can see the following analogies with human professigenesis: the biological aspect - with the individual properties of a specialist; mental - with his personality; spiritual - with creative individuality; note the processes of progressive development and degradation of professionalism. These processes are most associated with changes occurring at the personal level.

The term "becoming" is revealed as a philosophical category expressing the formation of phenomena, the acquisition of new features by them in the process of development. Becoming is still the non-being of that which becomes, but only the movement towards being. As Aristotle argued, nothing can come from a non-existent. Therefore, the formation of professionalism is possible only on the basis of the already existing qualities of a person, or his internal potentialities (resources).

The result of the formation of professionalism largely depends on the personality traits, on the established system of relations and values. Performing this or that work, treating it in a certain way, a person reproduces, including at the personal level, new properties and qualities. In the process of professional development, they are combined with existing properties, forming complexes of qualities of a specialist's personality. E.E. Symanyuk and E.F. Zeer include education, professional knowledge and skills, general and special abilities, social and professionally important qualities (PVC) as part of the professional development potential of a specialist. The realization of a person's potential depends on many factors, but the leading factor in the professional development of a person is the system of requirements for it, determined by activity, in the process of fulfilling which new properties and qualities arise. These researchers note that professional development is, at the same time, both improvement and destruction.

There is reason to believe that resistance to destruction is possible only if a person has the necessary internal resources. The concept of “individual resource of professional development” (IRPR) introduced by us includes, on the one hand, the real capabilities of a person, his readiness for professional activity, on the other hand, unrealized (yet) professional properties, including internal reserves of a person.

Professionalism, being a product of a person's development in the course of his professionalization, itself becomes a factor in the further course of a professional's life.

Professionalization is understood as a specific form of labor activity of a person during the professional stage of the life path, reflecting the process of his socialization and professional development. The entire period of professionalization is associated with the formation of the personality, which takes place especially intensively when the conditions and requirements of the activity and professional environment change and the processes of psychological professional adaptation caused by this.

Psychological professional adaptation was originally understood as the process and result of establishing a dynamic balance in the system "man - professional environment". Later, A. A. Rean and co-authors proposed to consider adaptation not only as a process and result, but also as a basis for the formation of new formations of mental qualities. Isolation of neoplasms formed during psychological professional adaptation of a person allows us to consider the adaptation process as a factor in the professional development of a person.

L. M. Mitina identified two strategies for professional adaptation: 1) adaptive behavior (professional functioning); 2) professional development (personal and professional growth).

With adaptive behavior, a person is dominated by tendencies to adapt, and in part, to submit to external circumstances in the form of prescribed requirements, rules, and norms. A specialist, as a rule, is guided by the postulate of saving his own energy costs (physical, emotional, intellectual). At the same time, he mainly uses previously developed algorithms for solving professional problems.

The behavior of professional self-development is dominated by the desire for professional self-expression, self-realization. A person is characterized by the ability to go beyond everyday life, to see his work as a whole. This gives him the opportunity to become the master of the situation, to change the professional situation.

However, it should be borne in mind that any adaptation is a manifestation of the activity of the psyche. And with the strategy of adaptive behavior, the process of professional adaptation is associated with an active change by a person himself, with the correction of his own attitudes and behavioral stereotypes in accordance with the requirements of the environment and activity. This process of active self-change, while remaining a process of professional adaptation, can proceed as a process of progressive development of a person's personality, the formation of his professionalism. This can be clearly illustrated by the example of a young specialist entering a new professional environment with established professional traditions and a style of joint activity. But the delay in such “development” in the profession can result in stagnation and even regression of the individual.

The professional adaptation of a person is significantly influenced by vocational education and training, their methodological orientation. In recent years, a widespread transition to a new paradigm of education has been carried out, orienting students to mastering a set of pragmatic “competences” necessary for adapting (within the framework of professional functioning) an employee in market conditions. However, it is known that creative thinking, as well as the abilities necessary for a person to act in a situation of uncertainty, cannot be formed within the framework of an adaptive strategy.

The psychological mechanisms of the formation of professionalism are the internalization (from Intériorisation) by a person of the (normative) model of the profession accepted in society, the construction of an internal (mental) conceptual model of professional activity and the formation of professional self-awareness (professional self-concept).

Focusing on the study of the processes of formation of professionalism, we previously introduced a simplified three-component psychological model of the profession, which includes the following submodels.

1. Model of a professional environment. M. A. Dmitrieva in the professional environment (professional environment) included the object and subject of labor, means of labor, professional tasks, as well as working conditions. We believe that the composition of the professional environment includes the workers themselves, with whom the specialist interacts. The system of a person's ideas about these components constitutes an internal, mental model of the professional environment.

2. Model of professional activity. Here we mean the conceptual model of professional activity (KMPD), considered as a figurative-conceptual-effective mental model. E. A. Klimov, considering KMPD as the main internal means of activity, includes in it the life experience of a person and the knowledge gained during special training, as well as information received in the process of the activity itself. KMPD is formed individually. There are no two identical conceptual models: each professional has his own, unique, personally conditioned KMPD, which gives him the opportunity to realize an individual style of activity. In the process of professionalization, the initial individual, personal and subjective properties of a person develop and adapt to the content-subject and procedural-technological aspects of the profession through the formation and refinement of the KMPD.

3. Model of a professional as a subject of activity. The formation of the personality of a professional is inevitably associated with the formation of professional self-awareness, which includes the idea of a person about himself as a member of the professional community, the bearer of professional culture, including the norms, rules, traditions inherent in the professional community. Based on these ideas, a person builds his relationships with people with whom he interacts in the process of work. The system of these representations (professional I-concept), which is a personal formation, is formed, changed and refined in the course of a person's professionalization.

Professional deformations and destructions are the result of "distortion" or destructive construction of a psychological model of activity. Professional destruction is understood as changes and destruction of the existing psychological structure of the personality, its self-concept, negatively affecting the results of work and interaction with other participants in this process, as well as the development of the personality itself. Professional destruction manifests itself in the distortion of reality, devaluation of the significance of what is happening, inadequate professional self-concept, cynical attitude towards the world, transfer of responsibility or its subjective rejection, flattening of meaning and reducing it to situational goals, centering on momentary benefits.

In the formation of a personality, stage and so-called functional development are distinguished, carried out within a certain stage and leading to a quantitative accumulation of qualitatively new elements that form a potential reserve.

The creation of internal potentials for the professional development of a specialist is the result of an active interaction of the individual with socio-professional groups and means of labor. In this case, the enrichment of the psyche occurs. The result of the activity is not only the creation of material and spiritual values, but also the development of the individual.

Not every professional activity develops a personality. Monotonous, monotonous, algorithmic work contributes to the professional development of an employee only at the stages of professional training and adaptation. In the future, professional stagnation sets in. Diverse, non-algorithmic work provides great opportunities for the professional development of a specialist and the development of a professional. The leading factor in the professional development of the individual is the system of objective requirements for it, determined by professional activity, in the process of which new properties and qualities arise. A change or restructuring of the methods of its implementation, a change in attitude to the leading activity determine the stages of personality development.

In professional development, socio-economic conditions, socio-professional groups and the activity of the individual himself are also of great importance. The subjective activity of a person is determined by a system of steadily dominant needs, motives, interests, orientations, etc.

Professional development involves the use of a set of methods of social influence on a person deployed in time, including it in various professionally significant activities (cognitive, educational, professional, etc.) in order to form a system of professionally important knowledge, skills, qualities, forms of behavior and individual ways of performing professional activities. In other words, professional development is the “shaping” of a personality that is adequate to the requirements of professional activity.

The determination of the professional development of a personality is interpreted differently by various psychological schools. Socio-psychological theories consider professional development as the result of social selection and socialization preceding the choice of profession. Great importance is attached to chance. Psychodynamic theories consider instinctive urges and emotionally colored experiences gained in early childhood as determinants of professional development. An important role is played by the real situation in the world of professions, which a person observes in childhood and early adolescence. Representatives of developmental psychology consider the previous (before choosing a profession) education and mental development of the child to be factors of professional development.

The professional development of a specialist is mainly due to external influences. However, it cannot be directly derived from external conditions and circumstances, since they are always refracted in a person's life experience, individual mental characteristics, mental warehouse. In this sense, external influence is mediated by internal conditions, which include the uniqueness of the personality's psyche, its social and professional experience.

In the process of becoming a professional, increasing the scale of the personality, the subject increasingly acts as a factor in his development, change, transformation of objective circumstances in accordance with his personal properties. In other words, a professional can consciously change his professional biography, engage in self-development, self-improvement, but in this case, this process is motivated by the social environment, economic conditions of life. The influence of the considered factors on the scenario (trajectory and pace) of the professional development of a person depends on the age, gender and stages of development.

In conclusion, it should be emphasized that the decisive role in the professional development of the individual belongs to her professional activity; socio-economic conditions play an important role; biological factors perform the function of preconditions for professional development, affect its pace, as well as professional suitability and effectiveness.

- this is a form of personal development of a person, considered through the prism of it. An indicator of professional development is formal criteria (specialist diploma, advanced training certificates, position) and informal criteria (professional thinking, the ability to use non-standard means to solve problems, the demand for labor).

Obviously, professional development implies not only the improvement of labor skills, but also the self-improvement of the individual. A comparison of the positions of a novice specialist and a professional shows how a person changes: from a performer he becomes a creator, from a simple application of knowledge and skills he comes to an analysis and critical assessment of the situation, from adaptation to creativity. Professional activity is the necessary and longest stage of the socialization of the individual.

Throughout life, a person goes through several stages of professional development:

preliminary stage- a person gets a general idea of the profession, realizes his own needs and abilities. Initially, he imitates professional interactions during the game, then he receives information about professions and their features at the entrance to classes at school, during observation, in communication, on temporary jobs, etc. At the end of this stage, the young man proceeds to the direct choice of his future profession;
preparatory stage- a person receives secondary and higher professional education, acquires the necessary knowledge, skills and abilities. During this stage, the young person tries himself as an intern, trainee, or works and studies at the same time;
stage of adaptation- the beginning of professional activity, when a person learns practical skills and algorithms of actions, masters the main social roles, adapts to the rhythm, nature, features of work;
professionalization stage- the stage of transformation of a specialist into a professional, the process of improvement and self-disclosure of the subject of labor activity. In the strict sense, it is at this stage that the professional development of the personality takes place, and all the previous stages are only preparation for it; o the stage of decrease in activity is the decrease in professional activity associated with the achievement of retirement age.

Today, the preparatory stage of becoming a professional is of particular importance. Modern professional activity is highly complex, so the labor market needs highly qualified specialists who are well versed in the latest technologies.

It is also believed that a modern specialist should not be limited to his narrow specialization, but should be diversified, since the changing economic situation often leads to the need for quick retraining, acquiring new skills or a related specialty. For these reasons, vocational education today goes beyond the narrow framework of the “preparatory stage” and extends to subsequent stages, allowing lifelong learning to continue. These tasks correspond to the modern concept continuous education, implying that a person should not stop in development; he should be aware of technological innovations and the latest ideas in the professional field.

Obviously, the personal development of a professional is possible only if there is a positive motivation for professional activity, and the work itself causes a feeling of satisfaction.

The current stage of development of society is characterized by automation and computerization of production, the introduction of new technical means and technologies, the change of monoprofessionalism to polyprofessionalism. This leads to the fact that the professional and business world needs specialists who are able to successfully and effectively find and realize themselves in changing socio-economic conditions in connection with the planning and organization of their careers. Thus, the problem of the professional development of a person is one of the actively developed psychological problems.

Professional development Personality is a form of personal development of a person, considered through the prism of his professional activity. An indicator of professional development is formal criteria (specialist diploma, advanced training certificates, position) and informal criteria (professional thinking, the ability to use non-standard means to solve problems, the demand for labor). This, on the one hand, is the process of forming attitudes towards the profession, the degree of emotional and personal involvement in it, on the other hand, the accumulation of experience in practical activities, professional improvement and the acquisition of mastery.

The professional development of the personality takes place in its development four main stages (stages): formation of professional intentions, vocational training, professional adaptation and partial or complete realization of the personality in professional work. In accordance with these stages, the stages of professional self-determination are distinguished.

well studied in the psychological literature. First stage professional self-determination - the stage of formation of professional intentions and choice of profession by graduates of a general education school. As numerous studies show, the desire to find one's place in life (including professional activity), the need for professional self-determination are one of the important psychological neoplasms of senior school age. Responding to the new expectations of society, older students intensify the search for a profession that can satisfy these expectations, as well as their personal needs, which are largely determined by the level of development of the motivational sphere. To this end, they analyze their capabilities in terms of developing professionally significant qualities in themselves, form a self-assessment of their own professional suitability (in the broad sense of the term).

The content of the subsequent stages of the professional self definitions of personality, coinciding in time with the corresponding stages of professional development, is the formation of her attitude towards herself as a subject of her own professional activity. It is these stages that seem to be the most important both from the point of view of understanding the basic mechanisms and dynamics of the professional development of the individual, and from the point of view of pedagogical influence on his future destiny.

In the process of professional development of a person, the criteria of her attitude towards herself also change intensively. In experimental terms, this is expressed in the dynamics of the subjective reference model of a professional.

It should be noted that the reference model of a professional is not an equivalent of the individual's ideas about the profession, since, creating it, the individual expresses himself in it to some extent, and in this sense, the reference model is a kind of projection of its orientation. Changes in the individual reference models of a professional observed in the process of vocational training serve as an indicator of changes in the criteria for a person's attitude towards himself as a subject of professional activity.

Such a change is often the result of some restructuring of the motivational-need sphere of the individual as a result of direct participation in educational, professional and professional activities and under the influence of the social environment. A change in the criteria of attitude towards oneself is often manifested in the form of a change in the criteria for the validity of choosing a profession.

The next level of formation of psychological readiness for work is the result of vocational training, during which an actively developing operational substructure causes qualitative changes in the personal substructure. This level is expressed in the readiness of the individual for a specific professional activity, for entry into the workforce, into the system of professional and industrial relations and is a prerequisite for successful professional adaptation, and also largely determines the dynamics of professional self-determination of the individual at this stage of his professional development.

Professional development is accompanied by professional crises that correspond to age periods. The crisis refers to the difficulties of the professionalization of the individual, the inconsistency of professional life and the realization of a career. Crises of professional development are short-term periods (up to a year) of a radical restructuring of the personality, changes in the vector of its professional development.

These crises proceed, as a rule, without pronounced changes in professional behavior. However, the ongoing restructuring of the semantic structures of professional consciousness, reorientation to new goals, correction and revision of the individual professional position prepare a change in the ways of performing activities, lead to a change in relationships with people around, and in some cases - a change in profession.

Let us consider the factors initiating crises of professional development. First of all, they can be gradual qualitative changes (improvement) in the ways of performing activities. At the stage of professionalization, there comes a moment when further evolutionary development of activity, the formation of its individual style is impossible without a radical break in the normatively approved activity. A person must perform a professional act, show excess activity, which can be expressed in the transition to a new educational qualification, or to a qualitatively new innovative level of performance.

Another factor initiating crises of professional development may be the increased social and professional activity of the individual. Dissatisfaction with one's social and vocational and educational status often leads to the search for new ways of performing professional activities, its improvement, as well as to changing professions or jobs.

Factors that give rise to professional crises can be socio-economic conditions of human life: liquidation of an enterprise, job cuts, unsatisfactory wages, moving to a new place of residence, etc. Professional development crises are often associated with age-related psychological changes: poor health, decreased performance, weakening mental processes, professional fatigue, intellectual helplessness, "emotional burnout" syndrome, etc. Professional crises often arise when entering a new position, participating in competitions to fill a vacant position, and certification of specialists.

Finally, the factor of a long-term crisis phenomenon may be complete preoccupation with professional activity. Specialist-fans, obsessed with work as a means of achieving recognition and success, sometimes seriously violate professional ethics, become conflicted, and show rigidity in relationships.

Crisis phenomena may be accompanied by a fuzzy awareness of an insufficient level of competence and professional helplessness. Sometimes there are crisis phenomena at a level of professional competence that is higher than required for the performance of normative work. As a result, there is a state of professional apathy and passivity.

Let us define the main contradictions that are the source and driving force of the development of the process of professional self-determination at different stages of the professional development of the individual.

The most common contradiction underlying the dynamics of a person's professional self-determination at all stages of his professional development is the dialectical contradiction between a person's need for professional self-determination (which in different cases can be expressed as a need to acquire a certain social status, self-realization, self-affirmation) and the lack of necessary professional knowledge, skills and abilities to meet it.

At the same time, each stage of the professional development of a personality is also characterized by specific contradictions that determine its characteristic features of the dynamics of professional self-determination, as well as the psychological mechanisms for changing its stages.

At different stages of the professional development of a person, the place of the image of the "I" of a professional in the general "I" - the concept changes, and the problem of their correlation with each other is a projection or a special case of a more general problem concerning the place of professional self-determination in life self-determination. Its resolution is impossible outside the study of the patterns of formation of the scientific worldview. A person must consider himself as an active subject, actively transforming the world with his professional work, in it he must find a way to realize his need for self-affirmation. It is the level of development of the worldview, the degree of formation of the system of views on the world, society, oneself, the depth of beliefs that determine the choice of a place in life, the attitude to work and to oneself as a subject of labor (and, consequently, professional) activity.

Throughout life, a person goes through several stages of professional development:

preliminary stage- a person gets a general idea of the profession, realizes his own needs and abilities. Initially, he imitates professional interactions during the game, then he receives information about professions and their features at the entrance to classes at school, during observation, in communication, on temporary jobs, etc. At the end of this stage, the young man proceeds to the direct choice of his future profession;

preparatory stage- a person receives secondary and higher professional education, acquires the necessary knowledge, skills and abilities. During this stage, the young person tries himself as an intern, trainee, or works and studies at the same time;

stage of adaptation- the beginning of professional activity, when a person learns practical skills and algorithms of actions, masters the main social roles, adapts to the rhythm, nature, features of work;

professionalization stage- the stage of transformation of a specialist into a professional, the process of improvement and self-disclosure of the subject of labor activity. In the strict sense, it is at this stage that the professional development of the personality takes place, and all the previous stages are only preparation for it; o stage of decrease in activity - a decrease in professional activity associated with the achievement of retirement age.

Obviously, the personal development of a professional is possible only if there is a positive motivation for professional activity, and the work itself causes a feeling of satisfaction.

3. Curriculum- This is a document that determines the composition of subjects, the sequence of their study and the total amount of time allocated for this. The curriculum of secondary specialized and higher educational institutions determines the number of hours not for a week, but for a semester and for the entire period of study (4-6 years). It specifies the types of classes in academic subjects: the number of lectures, seminars, practical and laboratory classes, workshops. The academic subjects submitted for tests and exams in each semester, different types of practice (industrial, archaeological, pedagogical, folklore, in medical institutions, etc.) are indicated. The curriculum thus streamlines the structure of the academic year and determines the general order of classes. Traditionally, in textbooks on pedagogy, the curriculum was called a state document.

The content of the curriculum documentation is made up of a set of normative and educational and methodological documents that regulate the educational process for the training of specialists in a particular field in the relevant academic discipline.

The requirements for the level of training are set by the requirements for knowledge and skills and are introduced by such concepts as having an idea, knowing, being able, having skills. These requirements actually set the qualitative level of assimilation of didactic units of educational information and, ultimately, the quality of graduate training.

The state educational standard is a set of requirements for the level, content and quality of vocational education, reflected in the relevant regulatory documents.

Approximate curriculum for the specialty - a recommendation document designed to implement the State requirements for a minimum content and level of training of graduates in a particular specialty.

This document defines:

1. the name of the academic disciplines, the mandatory minimum amount of time allotted for the study of the disciplines that make up the federal component of the main professional educational program, and the recommended sequence of their study;

2. types and minimum duration of industrial (professional) practice provided for by the federal component of the main professional educational program;

3. the main types of educational work and the amount of time for their implementation, provided for by the federal component;

4. the maximum amount of time for the implementation of the regional component;

5. an approximate list of educational laboratories, classrooms and workshops.

Sample Curriculum academic discipline or industrial (professional) practice - a recommendatory document used in the preparation of a working curriculum that takes into account the State Requirements for the minimum content and level of training of graduates in a particular academic discipline or industrial (professional) practice.

List of office and (or) laboratory equipment- a document that includes a recommendatory set of modern equipment and technical teaching aids to ensure the high-quality implementation of the educational process in the academic discipline.

Working Curriculum is a document that determines the schedule of the educational process, the list, volumes, sequences of studying disciplines for courses and semesters, types of training sessions and industrial (professional) practice, forms of intermediate and types of final State certification.

Working curriculum - educational and methodological document, in which, in accordance with the State requirements for a minimum content and level of training of graduates in a particular academic discipline, the content of training, the sequence and the most appropriate ways of mastering it by students are determined.

Calendar-thematic (perspective-thematic) discipline study plan - an educational and methodological document compiled on the basis of the working curriculum of the discipline and the schedule of the educational process, which fixes the distribution of educational material by didactic units and the time required for their study, required for visual aids and assignments for students for independent extracurricular work.

Lesson plan (technological map of the lesson)- an educational and methodological document developed by the teacher for each training session to ensure the effective implementation of the content of education, the objectives of training, education and development of students, the formation of their strong knowledge, skills and abilities.

Ticket number 4. Innovations in professional education. Educational institutions of innovative type. Key areas of innovation

Innovation processes- an innovation in education, the introduction of new content and new methods that have different properties associated with a change in semantic guidelines. Among the innovative pedagogical processes, the following should be highlighted:

implementation of the transition of the mass school to variable programs, teaching and upbringing methods;

development of regional programs for the development of education, taking into account the socio-economic and cultural-ethnic characteristics of the constituent entities of the Russian Federation;

active renewal of the content of general secondary and vocational education based on the ideas of humanization and humanitarization;

restructuring of organizational forms, methods of training and education, taking into account the personality-oriented and personality-centered approach;

the transition of educational institutions from the mode of operation to the mode of sustainable development;

creation of a diagnostic service in educational institutions (valeological, psychological, sociological, etc.);

quality management of education on a diagnostic basis;

implementation of a continuous process of professional development of ped. personnel;

development of creative initiative, professional competence and pedagogical culture of employees of the education system.

The need to create innovative professional educational institutions in Russia is associated with a serious technological gap between it and the advanced countries of the world, an urgent need to close this gap as soon as possible. This led to the development of ideological and regulatory documents aimed at fundamentally changing the education system (the Concept of Lifelong Education (1989), the Law of the Russian Federation "On Education" (2012, the National Educational Initiative "Our New School", approved by the President of the Russian Federation on 04.02. 10 etc.).

The idea of continuous development of a person as a subject of activity was recognized as the central idea of education. At the same time, it was emphasized that the understanding of development as a continuous process must be combined with the principle of developmental education, with the orientation of educational activities not only to the knowledge of the world, but also to its transformation. This is the reason for the transition from informational to productive, developmental learning.

Thus, a significant shift in public consciousness was the reorientation to the new basic values of education: from meeting the needs of industrial production and the economy in a labor force of a certain quality - to meeting the needs of the person himself in receiving educational services of a certain quality.

State documents establish priority areas for innovative activities in the field of education, which include the development of pedagogical technologies.

The pedagogical conditions for creating an innovative professional educational institution primarily consist in the unity of managing its functioning and development. The development process is designed to increase the capacity of the educational institution and increase the level of its use through the development of certain innovations.

An innovative professional educational institution should have at least five basic technologies (K.Ya. Vazina).

1. Administrative technology that ensures the targeted functioning and continuous professional self-development of the staff of the educational institution.

2. Pedagogical technology that ensures the continuous self-development of students.

3. The technology of the educational process, which ensures the targeted continuous self-development of the social activity of students.

4. Professional technology that provides targeted continuous self-development of students' professional abilities, allowing them to become competitive professionals.

5. Information technology that ensures the operational use of professional information, the intensification of activities.

The transition of an educational institution to an innovative basis requires the solution of two groups of problems. The first group of problems concerns the creation of an educational institution of a qualitatively new type, which has such an organizational and functional structure, in which the purpose of each employee and his professional relationships are clearly defined. The second group of problems refers to the content of the professional self-development of the team.

Izvestia

PENZA STATE PEDAGOGICAL UNIVERSITY named after V. G. BELINSKY SOCIAL SCIENCES № 24 2011

PENZENSKOGO GOSUDARSTVENNOGO PEDAGOGICHESKOGO UNIVERSITETA imeni V. G. BELINSKOGO PUBLIC SCIENCES № 24 2011

THE ESSENCE OF THE CONCEPT "PROFESSIONAL DEVELOPMENT OF A PERSON"

IN MODERN KNOWLEDGE

L. Yu. BOLIKOVA* and Yu. A. SHURYGINA**

Penza State Pedagogical University. V. G. Belinsky,

*Department of Pedagogy **Department of German Language and Methods of Teaching German Language e-mail: [email protected], [email protected]

Bolikova L. Yu., Shurygina Yu. A. - The essence of the concept of "professional development of personality" in modern knowledge V. G. Belinsky. 2011. No. 24. S. 573-575. - Based on the material of psychological and pedagogical sources, the question of the definition of the concept of "professional development of the personality" is considered. It is shown that professional development is determined by the stage of professionalization. It is concluded that professional development can be viewed as a progressive, step-by-step process of personality transformation, accompanied by the formation and development of stable qualities and properties based on the acquisition of professional knowledge, skills and abilities through its self-actualization and self-realization in professional activities.

Key words: professional development of personality, transformation of personality, professionalization.

Bolikova L. Ju., Shurygina J. A. - The essence of a term "personal professional formation" in modern knowledge // Izv. penz. gos. teacher. univ. im.i V. G. Belinsky. 2011. No. 24. P. 573-575. - The authors of the article touch upon one of the most important issues of modern society, concerned with a person professional formation. The authors study the term "personal professional formation" in psycho-pedagogical sources. It is provided that professional formation is determined by the stage of professionalization. The authors come to the conclusion that personal professional formation is a progressive, phased process of personal transformation that is following with formation and development of constant characteristics by means of getting professional knowledge, skills and abilities through self-actualization and self-realization in professional activity. Key words: personal professional formation, professionalization, personal transformation.

Numerous psychological and pedagogical studies are devoted to identifying the relationship and interdependence of the processes of personality development and the formation of a professional (Basov M. Ya., Borisova E. M., Loginova G. P., Markova A. K., Mitina L. M., Rogov E. I., Smirnov I.P. and others). The problems of forming the personality of a professional are also reflected in the studies of E. A. Klimov, T. V. Kudryavtsev, Yu. P. Povarenkov and others.

These authors argue that professional activity affects the system of personality relationships and its way of life. For the vast majority of people, according to E. M. Borisova, it is this type of activity that provides opportunities to satisfy the whole range of their needs, reveal their abilities, assert themselves as a person, achieve a certain social status, etc. In the process of personal and professional development, change in life and professional plans, social situation of development, leading activities, personality as a whole.

Questions of the professional development of a person are considered in the pedagogy of vocational education, in the psychology of labor, the psychology of vocational training and education, vocational guidance, etc.

The formation of a person as a subject of labor, his transformation into a professional in the process of vocational training, consideration of the conditions of this process are presented in the works of V. A. Bodrov, E. L. Golubeva, K. M. Gurevich, E. F. Zeer, P. A. Klimov,

N. V. Kuzmina, V. S. Merlina, K. K. Platonova, V. D. Shadrikova, M. R. Shchukina, etc.

Numerous studies devoted to the formation of a professional determine the plurality of ideas about this process. In our opinion, the main way to obtain a generalized idea of the professional development of a person is to consider and integrate the many definitions of this process.

T. V. Kiseleva defines professional development as “the degree of development of one’s own

Izvestiya PSPU them. V. G. Belinsky ♦ Social sciences ♦ № 24 2011

knowledge and skills of a person to perform certain work and social recognition in the process of mastering social space” .

According to E. F. Zeer, professional development is “a process of development and self-development of a person, mastering and self-designing professionally oriented activities, determining one’s place in the world of professions, realizing oneself in a profession and self-actualizing one’s potential to achieve the heights of professionalism, the process of raising the level and improving the structure of professional orientation, professional competence, socially and professionally important qualities and professionally significant psychophysiological properties through the resolution of contradictions between the current level of their development, the social situation and developing leading activities.

B. P. Nevzorov defines professional development as “the formation of professional self-determination in a particular professional area, depending on the degree of consistency of a person’s psychological capabilities with the content and requirements of professional activity, as well as the formation of an individual’s ability to adapt to changing socio-economic conditions in connection with the organization of his professional career » .

Ryabokon E. A. considers professional development as “a special case of human development in the course of the entire life path, which is determined by the stage of professionalization. This is a step-by-step, dynamic and controlled process of entering the profession, during which qualitative transformations of the personality take place, leading to the development and change of personal and professional qualities, the formation of a positive attitude towards the profession and the acquisition of professional knowledge and skills.

V. D. Simonenko defines professional development as "the process of personality change under the influence of the socio-professional situation, professional activity and one's own activity aimed at self-realization in work" .

The analysis of the above definitions made it possible to consider professional development as a process of personality change, transformation of its personal and professional qualities. Consideration of the professional development of a person as a process allows us to identify its constituent structural components and arrange them in a logical sequence:

Formation of a positive attitude towards the chosen profession, determination of one's place in the world of professions (E. F. Zeer, Ryabokon E. A.);

Identification of the psychological capabilities of the individual, their correlation with the content and requirements of the future profession (E. F. Zeer, B. P. Nevzorov);

Mastery of knowledge, formation of skills and abilities of professional activity (T. V. Kiseleva, Ryabokon E. A.);

Mastering professionally oriented activities (E. F. Zeer);

Self-realization in the profession, self-actualization and self-realization of personal potential (E.F. Zeer, V.D. Simonenko);

The ability to adapt to changing conditions in the process of professional activity (B.P. Nevzorov);

Achieving public recognition in the process of developing social space (T. V. Kiseleva).

The identified structural components make it possible to identify the essential characteristics of the professional development of a person:

Positive attitude towards the chosen profession, determination of one's place in the world of professions;

Psychological capabilities of the individual, correlated with the content and requirements of the future profession;

Knowledge, skills and abilities of professional activity;

Success in mastering professionally oriented activities;

Self-actualization and self-realization of personal potential in the profession;

Adaptation to changing conditions in the process of professional activity;

Public recognition in the process of development of social space.

Consideration of the issues of the professional development of the personality in the psychological and pedagogical literature also revealed the ambiguity in determining the stages of the professional development of the personality.

A. B. Kaganov considers professional development as a successive passage of successive stages within the framework of university education (transitional, accumulative and defining), which, in turn, ends at the fourth stage, during the period of work in a particular production in the chosen type of activity. .

According to T. V. Kudryavtsev, professional development is not a short-term act, covering only the period of study at a university, but is a long, dynamic, multi-level process consisting of four main stages: the emergence and formation of professional intentions; purposeful preparation for the chosen professional activity; the process of entering the profession; realization of personality in independent professional work. The transition to each subsequent stage is laid in the course of the previous one and is accompanied by the emergence of a number of contradictions and crisis situations in the subject.

The stages of becoming a professional, formulated by A. A. Derkach, are also characterized by the formation of intentions (the establishment of a person’s attitude to the profession), professional training, professional adaptation; gaining integrity (the stage of a stable functioning specialist, the stage of an innovator specialist).

PEDAGOGICAL SCIENCES >

E. F. Zeer, on the basis of the social situation and the level of implementation of the leading activity, identifies the following stages of professional development: professional self-determination (senior school age), professional self-identification (years of professional education), deobjectification of professional activity (the period of acquiring professional experience), objectification of professional activity ( direct professional activity).

E. A. Klimov reveals the phases of the optant, adept, adaptant, internal, mastery, authority, mentoring, which are the stages of the life path of a professional. The phase of the optant, optation is the period when a person becomes preoccupied with the choice of a profession or its forced change and makes this choice. The adept phase is a preparation that brings together all categories of starting professionals. Adept - a person who has embarked on the path of commitment to the profession and is mastering it. The adaptation phase is the period of getting used to the work of a young specialist. A young specialist adapts to the norms of the team he finds himself in, gets used to solving various professional tasks. An internal is already an experienced worker who steadily loves his job, can independently cope with the main professional functions. In the mastery phase, an employee can solve both simple and the most difficult professional tasks. He is distinguished either by some special qualities, skills or universalism, a broad orientation in the professional field, or both. He has his own individual, unique style of activity, his results are consistently good. Usually he already has some formal indicators of his qualifications (rank, category, title). The prestige phase also stacks with the next one. An authority is a master of his craft, already well known, at least in professional circles or even outside it (in the industry, at the intersectoral level, in the country). Depending on the forms of attestation of workers accepted in a given profession, he has certain formal indicators of qualification (rank, category, academic degree, etc.). He solves professional problems due to his great experience, skill, ability to organize his work, surround himself with assistants. A mentor in the broadest sense of the word is a person from whom colleagues are ready to learn and learn from experience. An authoritative master of his craft in any profession "acquires" like-minded people, students, followers.

Thus, significant differences were revealed in determining the number of stages in the process of professional development of a person, their duration, content.

A number of scientists consider the professional development of a person as a phased process:

1. Limited by the framework of university education and lasting, respectively, 5 years (Kaganov A. B.);

2. Covering a long period of human life, i.e. 30-40 years (Derkach A. A., Zeer E. F., Kudryavtsev T. V., Ryabokon E. A., Simonenko V. D., etc.) ;

3. Covering a long period of a person’s life, but recurring, if a professional partially loses his ability to work, finds himself without a job, is forced to change his profession (Klimov E. A.). The calendar age in this case can be any in the working capacity interval.

The professional development of a personality is also presented in the literature as a stage of professional functioning (L. M. Mitina), following the stage of professional adaptation and preceding the stage of professional stagnation.

Kiseleva T.V., Nevzorov B.P. suggest considering professional development not as a process, but as a result, that is, the formation of certain abilities and qualities in a person.

Based on the points of view proposed above, we consider it possible to present the stages of professional development of a person in a generalized version as follows:

1. Formation of professional intentions;

2. Professional training;

3. Adaptation to professional activity;

4. Implementation of independent professional activities.

Thus, the professional development of a personality is a progressive, step-by-step process of personality transformation, accompanied by the formation and development of stable qualities and properties based on mastering professional knowledge, skills and abilities through its self-actualization and self-realization in professional activities.

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