Chapter 10

PROFESSIONAL TRAINING AND ACTIVITY OF A PSYCHOLOGY TEACHER

10.1. Training of psychology teachers

Domestic and international experience shows that teaching psychology is carried out by both psychologists and teachers. In the first case, the task of pedagogical training of psychologists becomes urgent, and in the second - the psychological training of teachers. Who can teach psychology better: a psychologist or a teacher? The obvious advantage of a psychologist is his deep knowledge of the subject, but he sometimes lacks pedagogical and methodological preparedness for teaching. The teacher does not have such deep knowledge of psychology as a psychologist, but he has an obvious advantage in terms of methodological preparedness; he knows how to pedagogically competently select educational material and teach it to students. Thus, it is impossible to give a definite answer to the above question “who is better...?” Both psychologists and teachers have the right to teach psychology, but it is important that the psychologist is pedagogically educated, and the teacher is psychologically educated. Therefore, it is necessary to pay attention to the study by psychologists of pedagogical disciplines that are important for successful teaching. The widespread opinion that knowledge of the relevant scientific discipline is sufficient to teach it is not always justified. In the case where psychology is taught by teachers of other subjects, it is necessary to improve their psychological qualifications.

Traditionally, in many countries, the following situation has developed: in higher educational institutions, psychology is taught by psychologists - scientists and practitioners, and in secondary educational institutions - by teachers of philosophical or social disciplines. The reason for this situation was, apparently, the traditional idea of ​​the university as a scientific and pedagogical institution, and of the school, gymnasium, lyceum - as educational institution. Therefore, there is an opinion that scientific qualifications are primarily important for a university, and pedagogical qualifications for a school.

In any case, specialists with appropriate education and scientific and pedagogical qualifications are allowed to teach.

Teaching psychology in higher education institutions

Teaching psychology in higher educational institutions is carried out mainly by specialists with a basic psychological education and certified specialists who have an academic degree of candidate or doctor of psychological sciences, as well as practical psychologists with the highest professional qualifications. Employees occupying the following positions as professors and teachers are directly involved in the training process:

214 Chapter 10. Professional training and activities of a psychology teacher

Academic positions: dean of the faculty, head of the department, professor, associate professor, senior lecturer, lecturer, assistant. The procedure for filling positions of scientific and pedagogical workers in a higher educational institution of the Russian Federation is regulated by the relevant regulations (Regulations on the procedure for filling positions..., 2003).

The filling of positions of teaching staff in a higher educational institution is carried out on the basis of competitive selection, as a result of which a contract is concluded with the employee employment contract(contract) for a period of up to 5 years. Discussion and competitive selection of applicants for teaching positions takes place at the academic council of the university, faculty, or branch of the university. Previously, candidates for teaching positions are discussed at a meeting of the relevant department, and the department’s recommendations for each candidate are brought to the attention of the academic council of the university (faculty). The department has the right to invite applicants to give trial lectures or conduct other training sessions and, based on their results, accept recommendations (Regulations on the procedure for filling positions..., 2003).

The rights and obligations of scientific and pedagogical workers of higher educational institutions are determined by the Law “On Higher and Postgraduate Professional Education” (On Higher and Postgraduate Professional Education..., 2000).

Both in Russia and in other countries, the training of psychology teachers for higher educational institutions is carried out in the system of postgraduate professional education. The system of this training is similar to training in other specialties and is carried out in the Russian Federation on the basis of the Regulations on the training of scientific, pedagogical and scientific personnel (Regulations on the training of scientific, pedagogical and scientific personnel in the postgraduate system vocational education in the Russian Federation, 1998) and the Model Regulations on an educational institution of higher professional education (2001, pp. 71-72).

In accordance with these documents, doctoral studies, postgraduate studies, and postgraduate studies are the main forms of improving the level of education, scientific and pedagogical qualifications. Competitive work is a form of work on dissertations of specialists attached to higher educational institutions or scientific institutions, organizations without enrollment in doctoral studies, postgraduate studies, and postgraduate studies. The system for studying psychology in these educational programs was described in previous chapters. We note, however, that these educational programs are aimed primarily at improving scientific qualifications (candidate’s exams in philosophy, foreign language and specialties, dissertation preparation). Up for promotion pedagogical qualifications Assistant and docent practices are focused, as well as the study of courses in pedagogy and psychology of higher education (or higher education), introduced in some universities. Assistant practice involves a graduate student conducting practical and seminars with university students, and assistant professor practice - lecturing. Thus, the graduate student gains experience in teaching. Targeted training in psychology teaching methods is usually not carried out, although there is a need for this. Therefore, in a number of universities, postgraduate and adjunct studies are organized to study such disciplines as: 1) pedagogy of higher education and 2) psychology of higher education. The main goal is to

10.1. Training of psychology teachers 215

relevant courses - preparation of graduate students (adjuncts) for teaching at a university.

Professional qualifications of scientific and pedagogical workers of universities

determined the following criteria:

1. 
   basic higher education;
2. 
   scientific degree of candidate of sciences;
3. 
   scientific degree of Doctor of Science;
4. 
   academic title of associate professor;
5. 
   academic title of professor;
6. 
   scientific work reflected in quantity and quality scientific publications;
7. 
   pedagogical work reflected in the quantity and quality of educational publications.

To teach psychology in higher educational institutions, it is important to have a basic psychological education, which determines the content and level vocational training teacher. The scientific degree of candidate or doctor of science determines the degree of scientific qualification of the teacher. They are assigned on the basis of the Regulations on the procedure for awarding academic degrees, approved by the Decree of the Government of the Russian Federation (Regulations..., 2002).

Academic degree of Candidate of Psychological Sciences assigned to psychologists who have confirmed their scientific and pedagogical qualifications in the form successful completion candidate exams in philosophy, foreign language and scientific specialty, as well as those who have successfully defended a dissertation for an academic degree in this scientific specialty. A dissertation for the scientific degree of Candidate of Sciences must be a scientific qualification work that contains the solution to a problem that is of significant importance for the relevant field of knowledge.

Doctor of Psychology degree is the highest scientific qualifications. Special Education is not available for this degree. The applicant must prepare and defend a dissertation for the degree of Doctor of Psychology in the relevant scientific specialty (general psychology, personality psychology, educational psychology, etc.). This dissertation must be a scientifically qualified work in which, on the basis of the research performed by the author, theoretical principles have been developed, the totality of which can be qualified as a new major scientific achievement, or a major problem has been solved. scientific problem. A doctoral dissertation usually reflects the broad research experience of a specialist in the study of any new area of ​​psychological science, obtained by the applicant personally (or as a leader research group). The award of an academic degree is approved by the Higher Attestation Commission of the Russian Federation.

The Ph.D. should not be confused (Ph. D.), used in many countries for the highest scientific qualification of psychologists, with the scientific degree of Doctor of Psychology in Russia. To obtain the latter, much higher qualifications and more fundamental experience in psychological research are required. As noted above, the Ph.D. (Ph. D.) may be comparable to the Russian scientific degree of candidate of psychological sciences.

216 Chapter 10. Professional training and activities of a psychology teacher

In addition to academic degrees, there is a system of academic titles to assess the level of qualifications of professional psychologists in the scientific and pedagogical fields. Psychologists working in scientific or higher educational institutions may be awarded academic titles of associate professor And professor. The nomination of scientific and pedagogical workers to academic titles is carried out by the academic councils of universities on the recommendation of departments and faculties on the basis of a comprehensive and objective identification of their professional level and pedagogical qualities.

The procedure for certification of scientific and pedagogical workers associated with the assignment of academic titles of professor in the department and associate professor in the department is regulated by the relevant document (Certification Procedure..., 2002).

Academic title associate professor is assigned to a person who, as a rule, has an academic degree of Candidate of Sciences, leading teaching, scientific and methodological work in higher education institutions.

Academic title of professor awarded to a person who, as a rule, has an academic degree of Doctor of Science, conducting teaching, scientific and methodological work in the field of higher and postgraduate professional education.

In the field of practical psychology there is also a level assessment system professional qualifications. It includes second, first And highest qualification categories, which are assigned to a specialist depending on work experience and professional skills.

Advanced training of scientific and pedagogical workers is carried out at least once every 5 years in educational institutions of the advanced training system and professional retraining personnel, in higher educational institutions, in leading Russian and foreign scientific and production organizations by:

• 
  training;
• 
  completing internships;
• 
  preparation and defense of dissertations;
• 
  participation in seminars;
• 
  as well as using other types and forms of advanced training (Model Regulations on educational institution higher professional education, 2001, p. 71).

Teaching psychology in secondary schools in many countries is carried out by teachers of philosophical, social or other disciplines. They often do not have special psychological education.

In the 1980s The average psychology teacher in U.S. schools was quite poorly prepared because he did not have a background in psychology (history is the most typical major) as either a major or a minor (Ragland, 1992).

In 1992, on the initiative of the APA, the Association of Psychology Teachers in Secondary Schools was created, which did a great job of uniting teachers who previously did not have sufficient connections with each other (each school, as a rule, had one psychology teacher). Special summer seminars were organized for them, which were funded by the American Scientific

10.2. Functions of a psychology teacher and his roles 217

fund. At these seminars, teachers had the opportunity to expand their psychological knowledge, learn about latest trends and achievements in the field of psychology from renowned researchers and teachers. In recent years, contacts between psychology teachers and psychologists have begun to expand, both in various regions of the United States and at the national level. A magazine has emerged specifically aimed at psychology teachers (Hakala, 1999).

Thanks to the work done in the early 2000s. the situation has largely changed for the better. The level of professional preparedness of school psychology teachers has increased. Teachers have the opportunity to regularly discuss topics such as the course syllabus, updating course content, choosing a textbook, types of educational activities in the classroom, assistance to students, computer teaching aids, state certification issues. In recent years, there have been about 12,000 psychology teachers in US schools (Ernst & Petrossian, 1996).

The activities of the Association of Secondary School Psychology Teachers are aimed at achieving the following goals:

1. 
   attracting students to study psychology;
2. 
   improving the status of secondary school psychology through the development of certification and local administrative policies that influence the quality of school psychology education;
3. 
   Creation favorable conditions For professional growth psychology teachers (seminars, conferences and other means of continuing education);
4. 
   supporting professional identity through encouraging horizontal and vertical connections among psychology teachers at all levels of psychological education;
5. 
   raising standards in the teaching of psychology as a science through the development and dissemination of teaching materials (Ernst & Petrossian, 1996, p. 257).

Unfortunately, there is no information about who and how teaches psychology in secondary educational institutions in Russia. We often hear that the teaching of psychology in schools has been expanding in recent years. However, there is no reliable information about who teaches psychology and how much teaching time there is in the relevant sources. We can only use indirect information. There is no unifying, coordinating association dealing with these issues in our country. However, there is already experience in discussing issues of teaching psychology at school at special conferences (Andreeva, Danilova, 1999).

10.2. Functions of a psychology teacher and his roles

The activities of teachers involve performing several functions: teaching, educational, organizational and research (Smirnov, 2001, p. 272); as a rule, this is reflected in annual plans work. However, in reality, only one function and its corresponding activities can dominate. In the work of teachers of higher educational institutions, the most

218 Chapter 10. Professional training and activities of a psychology teacher

An important role is played by the research function, which is usually not associated with the professional responsibilities of teachers in secondary educational institutions. However, in their work the importance of teaching and educational activities increases.

In many countries, particularly in the USA, there is some traditional specialization of universities: some are research-oriented, others are educationally oriented. The former are more focused on carrying out scientific projects, and teachers of such universities are less interested in pedagogical activity. The latter pay more attention to student learning than scientific research, although actively working scientists are often found there. However, organizational and logistical capabilities for research work they have much less.

It should also be noted that teachers with higher scientific qualifications, such as professors, are more involved in scientific work compared to other categories of university teachers. This is reflected in the corresponding distribution of professional responsibilities.

In both higher and secondary educational institutions there is a need for organizational activity, which occupies a special place in the work of teachers in administrative positions.

One of the difficulties of starting a teaching career for young teachers - formerly graduate students - is transition to the role of a teacher. A new role often requires greater confidence and provides an opportunity to test one's teaching qualities and skills.

The transition to teaching involves adaptation to new roles:

From the role	To the role
Subordinate	Head
Responsive	Initiator
listener	Speaker
Slave	Leader
Low responsibility	High responsibility
Group member	Group leader
Motivated	Motivator
The respondent	The questioner
Evaluated	Evaluator
Student	Educational

The transition period can be associated with a number of “fears”, which we will consider in more detail. Of course, there are fearless people; no circumstances bother them. For others, having to stand in front of a group of people and tell them new information can be daunting. Consider 5 “worst case scenarios” (Teaching Techniques, 1990) designed to

10.2. Functions of a psychology teacher and his roles 219

Help new educators understand that 1) other educators face the same challenges and 2) these educators have survived and succeeded.

Fear #1: They won't like me. Concerns about students' personal attitudes towards you prevent you from working with content academic subject which you teach. Try to arrive early to class and join in the casual conversation as students arrive. Not only will this help you and your students get to know each other better, but it will also give students an opportunity to discuss academic issues with you.

Fear #2: I will lose control of the group. This anxiety can be overcome by adequate preparation and anticipation of certain events. Too much control over events can be self-destructive because it leads to resistance on the part of students. It is best to start each lesson by stating the plan, then invite students to add anything to it if they want. Students who know what to expect will be more receptive to your intentions.

Fear No. 4: I will be caught making a stupid mistake or I won’t know the answer to a question.student's request. The best way to deal with mistakes made is to quickly admit them. You are more likely to lose the trust of your students if you bluff and claim that you know the answer to all their questions. It's best to admit to students, "I don't know, but I'll give you the answer later" (and try not to forget your promise). If you feel that a student's question has stumped you, you can ask other students if they can help you answer the question?

Naturally, students expect you to be well prepared for class, but even the smartest students don't expect you to be completely perfect.

Fear #5: Some students may know more than I do. Bright students may know more about a certain topic than you. This is wonderful. However, please remember that you are the person selected by the department to teach this course. You have greater knowledge of the subject than any of your students. Those students who are knowledgeable about certain topics can serve as guest lecturers, lead discussions, give special talks, etc. Potential “negativity” can be turned into a positive (Teaching Techniques, 1990).

Thus, you are not expected to know everything and be a perfect teacher. Remember that you have extensive knowledge, ability and interest in the subject you are teaching students. Your job as a teacher is to use what you know to help students learn. In addition, you should experience joy in the process of teaching. If you enjoy the activity, not only will you be able to avoid fear, but your students will also enjoy what you teach.

220 Chapter 10. Professional training and activities of a psychology teacher

The work of a teacher is in many ways similar to the work of an actor. The teacher stands in front of the students (students) and plays the role: “I am a teacher.” Many people are intimidated by the situation when they have to speak in front of a group of people: in this case, they would prefer to remain silent. The teacher does not have this opportunity. Teaching requires public speaking abilities.

At the same time, some beginning teachers say: “I’m a shy person,” “I’m not talkative.” In principle, they can continue to remain so. People different types can be successful teachers. Many actors also say about themselves that they are quite quiet and shy by nature, but when they play a role, they behave completely differently. The same can be said about teachers. Each person has several roles that he plays in life. Anyone who takes on the responsibility of teaching others must accept the role of teacher as one of the roles. This does not at all require remaking yourself as a person or parting with your “I”; it simply requires accepting the role of teacher.

Successful teaching does not require the ability to sing, dance, joke, or make artistic gestures. It requires responsibility, the ability to express oneself clearly, maintain student interest, show enthusiasm for one's subject, and encourage students to reflect on the course material. Students notice and appreciate when a teacher helps them learn.

The best advice Roger Dominowski gives to new teachers regarding behavior in the classroom is one word - “relax!” (Dominowski, 2002, p. 81). Naturally, this assumes that the teacher is well prepared for the lesson. Of course, good intentions must be complemented by the pedagogical techniques discussed in previous chapters.

Role positions of the teacher

In relationships with students, the teacher sometimes plays different roles, which creates some uncertainty. N. S. Pryazhnikov and E. Yu Pryazhnikova identify the following role positions of a psychology teacher (2001, p. 305):

· The teaching profession owes its origin to the isolation of education into a special social function, when a specific type of activity was formed in the structure of the social division of labor, the purpose of which is to prepare the younger generations for life on the basis of introducing them to the values ​​of human culture.

• E.A. Klimov developed a scheme of characteristics of professions. According to this scheme, the object teaching profession is a person, and the subject is the activity of his development, education, training. Pedagogical activity belongs to the group of professions “person - person”.
• Like any type of activity, a teacher’s activity has its own structure. It is this: motivation; pedagogical goals and objectives; subject of pedagogical activity; pedagogical means and methods for solving assigned problems; product and result of pedagogical activity.
• In a number of psychological and pedagogical works, two groups of pedagogical functions are distinguished - goal-setting and organizational-structural.
• Pedagogical activity has the same characteristics as any other type of human activity. This is, first of all: focus; motivation; objectivity.
• A specific characteristic of pedagogical activity is its productivity. N.V. Kuzmina identifies five levels of productivity in teaching activities.

· Self-concept is a generalized idea of ​​oneself, a system of attitudes regarding one’s own personality.

• The structure of a teacher’s professional self-awareness: “I-actual” - how the teacher sees and evaluates himself at the present time; “Retrospective self” is how the teacher sees and evaluates himself in relation to the initial stages of work; “Ideal self” is what the teacher would like to be or become; The “reflective self” is how, from the teacher’s point of view, he is viewed and evaluated by others in his professional field.
• The most frequently experimentally studied element of self-awareness is self-esteem. In the structure of self-esteem in general and professional self-esteem in particular, it is advisable to highlight the following aspects: operational-activity; personal.

· In general psychological theories of personality, orientation acts as a quality that determines its psychological make-up. In different concepts, this characteristic is revealed in different ways: “dynamic tendency” (Rubinshtein S.L.); “meaning-forming motive” (Leontyev A.N.); “main life direction” (Ananyev B.G.); “dynamic organization of the “essential forces” of man” (A.S. Prangishvili), etc.

• The structure of the focus consists of three groups of motives: humanistic; personal; business.
• Psychological research on pedagogical problems is carried out in several directions: determining the essence and structure of pedagogical activity; studying the features of its origin; study of the stages and conditions of the formation of pedagogical orientation; analysis of the state and means of its formation.
• In foreign studies, approaches to understanding the essence and structure of pedagogical orientation are grouped in line with three directions: behavioristic; cognitive; humanistic.
• Direction is an integral characteristic of a teacher’s work; it expresses the teacher’s desire for self-realization, growth and development in the sphere of pedagogical life activity (L.M. Mitina).

· The hierarchical structure of a teacher’s pedagogical orientation can be presented as follows: focus on the child (and other people); self-directedness; focus on the subject side of the teaching profession (content of the academic subject).

Municipal secondary education state-financed organization

Secondary school No.

PEDAGOGICAL COUNCIL

Speech on the topic:

Prepared by: M. V. Bajurak

educational psychologist

Orenburg

Augustow Pedagogical Council

Speech on the topic:

« Psychological foundations teacher development

as a subject of professionalization"

I . The ongoing sociocultural, political and economic changes in our country affect all spheres of society and each individual person. The area of ​​professionalization is no exception. The norms of many types of activities are being restructured, new professions are emerging, the relationship between vocational education and professional work, new requirements for a professional are being formed. The process of professionalization ceases to be a strictly socially normed process and requires from a modern person extensive 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 determining its essence can be distinguished. The first approach is associated with the development and self-development of the individual, and the second - with the “fitting” of a person into one or another system of professional activity or, in other words, “mastering” or “appropriating” a given system of activity.

Then, the main problem of the process of professionalization can be formulated as a contradiction between the system of changing and emerging 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 about human development in the process of professionalization. Otherwise, research into the process of professional development comes down to studying the “fitting” of the individual into the system of activity.

In most studies, a person’s professional development is considered as a process of specialist training. Abilities and skills are formed, knowledge is transferred, and 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 most specific psychological studies this attitude remains declarative. Factors that determine a person’s character and behavior and the psychological mechanisms through which an individual learns different influences And social norms more than one’s own creative activity, self-awareness and the process of personal fulfillment are explored.

An approach to the process of becoming a professional, based on different categorical bases, 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 with certain professional knowledge, skills and abilities. The process of its preparation and formation represents the formation of a complex of professionally important qualities. This interpretation of the concept of “specialist” sets a certain structure for his actions - the reproduction of acquired and assigned skills and methods of performing activities in any situation.

A professional is a characteristic of a person, expressed in his ability to go beyond his own activities for its analysis, evaluation and subsequent organization. The leading concepts for characterizing a person as a professional are “reflection” and “active mode of existence” (N.G. Alekseev, 1987; V.V. Davydov, 1986; S.L. Rubinstein, 1973; V.I. Slobodchikov, 1994 ). A professional independently, focusing on existing cultural patterns and norms, creates his own activities and himself as a professional. Important Features professional are awareness of the limitations of their own activities and maintaining it in a variety of socio-cultural 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 professional and educational environment as the basis of human life.

The study of the process of professionalization as a person’s self-development throughout life, within the framework of which his formation occurs, makes it relevant for modern psychology questions: is a person capable of being a subject of his life in the world, including in the world of professions, namely, a free, purposeful, holistic, developing being; in what empirical forms is it 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 has been developed. This system includes specific methods, techniques and technologies for activating the process of professional development at its different stages.

Of direct practical importance are the programs and methods prepared on the basis of the research results: certification of teaching staff (1994), monitoring 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 vocational pedagogical education (1999).

1. The professionalization of a teacher has a complex, contradictory, ambiguously determined, clearly staged character.

2. Pedagogical activity is a holistic and developing psychological reality; designing one's own activities and oneself as a professional is the main mechanism of professionalization.

3. The process of professionalization is influenced by:

psychological readiness to teaching activities as a factor of successful adaptation;

the formation of professional self-awareness and its changes;

autopsychological competence as a property that initiates self-development;

contradictory trends in professional development - crises of professional development.

4. The need for psychological support in the process of becoming a teacher and his strategy.

Periodization of professional development based on ontogenetic development person

Authors of the approaches

Grounds (criteria) for periodizing professional development

Stages (periods, phases) of professional development

V. B. Bunak, 1965

Development of mental processes

Stage 1 Progressive Age limit – 20–21 years

Stage 2 Stable

3rd stage Regressive

Age limit: 40–55 years

B. G. Ananyev, 1972

Psychophysiological and social-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 performance, dedication, productive creativity

Maturity period (40–55 years) Top life path, the pinnacle of skill

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 central processes 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 an object 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 for overcoming them in the course of professionalization;

psychological support is a factor in enhancing 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 prospects for one’s development in a certain work activity and in life in general, in independent monitoring of one’s activities, finding its meanings and searching for ways to improve oneself.

window.edu.ru/resource/919/79919/files/Vygoranie_i_professionalizatsia_2013.pdf

II . PSYCHOLOGY OF PROFESSIONAL SUITABILITY

“Professional suitability” inherently reflects how different individual characteristics of a person, necessary for the successful performance of labor (educational) activities, his suitability for a specific activity, and the characteristics of the object of work (content, means, conditions, organization of activities) in terms of their compliance with the capabilities of a person (or a professional set of persons), that is, suitability labor for a person.

Professional suitability is a property of the metasystem “person-profession” (“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 efficiency, reliability, readiness for work etc.), and the property of activity, which reflects the structural and functional features the human body and psyche (for example, ergonomic properties of equipment, workplace, training system, etc.). Here, a person’s professional suitability will be considered as his specific property.

The essence of the category of professional suitability lies in

what it reflects:

choosing 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;

a measure of assessing the effectiveness, reliability, safety of performing labor functions,

individual measure of labor productivity;

one of the manifestations of social (professional) self-determination of an 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 standard model of a professional.

The importance of professional suitability, determination of its level and active formation follow from what was said by K.M. Gurevich states: “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 a person’s satisfaction with the process and 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 factors external to it, but very significant ones. These include operating conditions, socio-psychological characteristics of the team, level material support, prestige of the profession, etc. Important To create a sense of satisfaction with work, they also have opportunities for self-affirmation, self-esteem and self-improvement of a person.

Property of professional suitability should be considered in two aspects: firstly

first, as a set of initial individual qualities of a person that predetermine the success of developing suitability for a specific activity (or class of activities), and, secondly, as a system of available, formed and interrelated qualities of the subject of activity (professional, psychological, etc.), ensuring effective implementation specific professional tasks.

A person’s professional efficiency and reliability, labor safety are largely determined by the state of his individual psychological qualities and functions, the degree to which a person’s characteristics are taken into account at all stages of design, creation and implementation labor activity.

If a person does not know about the features psychological development 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 communicate closely with people while performing their duties. Signs of professional burnout: 1) a feeling of indifference, emotional exhaustion, exhaustion (a person cannot devote himself to work as he did before); 2) dehumanization (development negative attitude to your colleagues and clients); 3) negative professional self-perception - a feeling of one’s own incompetence, lack of professional skill.

Patience is one of the components of a healthy personality!

Now we will check how patient you are too?

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.

Instructions

To work with this technique (to record the results), you will need a blank piece of paper and a pencil (pen). On a piece of paper, write down the question numbers from 1 to 18. Answer whether you agree with the proposed statements. If you agree, then put a “+” sign on the piece of paper next to the question number; if you disagree, put a “–” sign.

Questionnaire text

If I get tired while doing difficult work, I immediately quit it.

I don't have the patience to read a boring story to the end.

I really don’t like standing in long lines and often leave them before I get to the end.

I can endure pain for a long time, for example, when a tooth hurts.

I can usually tolerate thirst for a long time.

I would not be able to withstand a long hunger strike, for example, to lose weight or recover from an illness.

When I get tired in physical education class, I quickly stop doing the exercises.

I rarely quit boring job without completing it.

Usually it’s hard for me to force myself to work “through I can’t.”

I don't quit work halfway, despite the fatigue.

I like this one physical labor, in which I have to overcome myself to complete the task.

I can confidently say that I am patient.

Despite the fatigue, I try my best to maintain a high pace while running.

It irritates me when I have to wait a long time for transport at a bus stop, even when I'm not in a hurry.

I'm impatient with pain.

I act on the principle: “I’ve taken the tug, don’t say it’s not strong,”

I don’t believe that “patience and work will grind everything out”; you need to work smartly, and 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.

Then the total (all answers together) points are calculated.

If you typed:

up to 6 points inclusive – then your patience is low. You are an impatient person; for you, waiting means suffering. However, remember what the popular wisdom says: “Patience and work will grind everything down.”

7–11 points – then your patience is average. You easily adapt to business and communication, but do not forget that the work you start must always be completed.

12 points or more – then your patience is high. You are a patient person, however, you should not waste your energy in vain.

Test "Self-characteristics"

(Study by the manager of the employee’s attitude towards himself)

The technique allows us to identify the current relationship of a subordinate to himself and to significant others (to his immediate supervisor, to surrounding work colleagues, to family 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 strict time parameter is necessary to obtain spontaneous answers when there is not enough time to find socially acceptable answers.

Head teacher _______________

Educational psychologist M. V. Bajurak

Chapter 3. PSYCHOLOGICAL FOUNDATIONS OF TEACHER'S WORK

Psychological studies of teacher work

One of the complex and underdeveloped areas of activity of a psychologist working in education is working with teachers. This can be explained by several reasons:

1) lack of development of a systematic understanding of the process of professional and personal development of a teacher. The teacher development function in the school is provided by the Institute for Advanced Studies, third-party consultants or the head teacher of the school responsible for working with personnel, methodologists or a psychologist. The goals, objectives and methods of working with teachers are not clearly formulated; it is not clear who is responsible for what when resolving the issue of professional development of a teacher;

2) lack of scientifically based criteria for assessing the activities of teaching staff;

4) a decrease in the prestige of teaching work, its social significance, and deterioration in the working conditions of teachers. V.B. Olshansky provides the following data: the workload exceeds the norm for 62.8% of teachers; the teacher performs more than 300 types of activities; Only 14.8% of teachers are completely satisfied with the state of the nervous system, and 50.3% with the state of physical health; the percentage of teacher families breaking up is high; In 25% of families, husbands have a negative attitude towards their wife’s profession as a teacher.

In domestic educational psychology there are quite a lot of studies devoted to the work of a teacher. The structure of pedagogical activity and its functions is analyzed, the qualities of a teacher’s personality are studied, the styles of pedagogical communication and the factors influencing it are described, the typology of a teacher’s personality, the peculiarities of his thinking are given, and the technologies of work of a psychologist with teachers are presented.

Development of the concept of teaching abilities represents a holistic view of pedagogical abilities: characteristics of abilities specific to pedagogical activity, levels of their development, the connection between abilities and the effectiveness of a teacher are given .

Scheme of analysis of teaching activities built on the basis of three basic categories of domestic psychology - activity, communication, personality. The work of a teacher constitutes the unity of the implementation of pedagogical activities, pedagogical communication and self-realization of the teacher’s personality. The effectiveness of work is determined by the training and upbringing of the student, the professional competence of the teacher, who must carry out pedagogical activities and pedagogical communication at a sufficiently high level. This realizes the personality of the teacher, thanks to whom good results are achieved in the education and upbringing of schoolchildren. In each of these three sides the following components are distinguished:

Professional (objectively necessary) psychological and pedagogical knowledge;

Professional (objectively necessary) pedagogical skills;

Professional psychological positions, teacher attitudes;

Personal characteristics that ensure the teacher’s mastery of professional knowledge and skills.

The peculiarity of this approach is that it examines the process and result of a teacher’s work both from the point of view of objective characteristics (professional knowledge and skills) and subjective ones (professional positions and personal characteristics). Thus, a holistic picture of professional competence emerges, which can form the basis for the decisions of many practical issues, in particular: what knowledge does a teacher need to carry out activities? What are the methods for developing professional skills of a teacher? What are the mechanisms of influence on the psychological position of a teacher?

In the structure of pedagogical activity pedagogical goals and objectives, pedagogical means and methods for solving set tasks, analysis and evaluation of the teacher’s pedagogical actions are highlighted. The structure of pedagogical communication, which is considered as the main tool in interaction with the child, is analyzed. Informational, social-perceptual, self-presentational, interactive and affective functions of pedagogical communication are highlighted. Based on two groups of abilities - design-gnostic and reflective-perceptual - five professionally significant qualities necessary for the implementation of pedagogical activity are identified: pedagogical goal setting, pedagogical thinking, pedagogical reflection, pedagogical tact, pedagogical orientation.

First of all, the teacher must develop social perception and emotional reactivity, behavioral flexibility, self-esteem and respect for the child. This is why the proposed traditional methods of teaching teachers (psychological and pedagogical council, seminar, trainings) and original methods for increasing their psychological competence are so important.

The content of the teacher’s activities in the process of mastering pedagogical functions by the teacher includes consideration of the structure of practical thinking and its functional composition. Research speaks about the need to transform psychological knowledge in pedagogical activity, about the development of the teacher’s evaluative and reflective position as a necessary moment and evidence of the maturity of pedagogical activity and the saturation of the mechanism of using knowledge in the teacher’s activity with personal meanings. This approach is a holistic theoretical and experimental study of the processes of using psychological and pedagogical knowledge in the structure of thinking, activity and practical experience of a teacher.

Of great interest are studies of the role places and styles of communication in teaching activities.

These developments undoubtedly enrich psychologists’ ideas about pedagogical activity, but it is necessary special work on their translation into technologies for the practical activities of psychologists and teachers.

Addressing teachers, W. James wrote: “You are very deeply mistaken if you think that from psychology, i.e. From the science of the laws of mental life, certain programs, plans or teaching methods can be derived directly for school use. Psychology is a science and teaching is an art. Logic has not yet taught a single person to think correctly, and in the same way, scientific ethics has not yet forced anyone to act well. Science only indicates the boundaries within which the rules of art are applicable, and the laws that those who practice this art must not cross.”

Questions and tasks

What, in your opinion, are the objective and subjective factors that complicate the work of a teacher?

Why is interaction with a teacher one of the most difficult areas of work for an educational psychologist?

Think back to your experience at school. Which teacher, in your opinion, was the most effective and successful?

Justify your answer.

Seminar plan

"Psychology of teacher's work"

1. Structure of teaching activity.

2. The place of communication in the activities of a teacher.

3. The concept of “teacher effectiveness” and approaches to its assessment.

1. Main literature Kuzmina N.V., Rean A.L.

2. Professionalism of teaching activities. St. Petersburg, 1993. Mitina L.M.

3. Psychology of teacher professional development. M., 1998. Markova A.K.

Psychology of teacher work. M., 1993.

4. additional literature Batrakova S.N.

5. Fundamentals of professional and pedagogical communication. Yaroslavl, 1986. James W.

6. Conversations with a teacher about psychology. M., 1998. Erastov N.P.

7. Psychology of communication. Yaroslavl, 1979. Kashapov M.M.

Psychology of pedagogical thinking. Monograph. St. Petersburg, 2000.

8. Teacher's thinking / Ed. Yu.N. Kulyutkina, G.S. Sukhobskaya. M., 1990.

The place of psychology in the activities of a teacher

The activity of a teacher largely depends on what his ideas are about the space of his professional existence, about the mechanisms of pedagogical communication, the nature of the psychological characteristics of students, etc. Any pedagogical practice, including individual “educational acts” of a particular teacher, is based on certain psychological views of varying degrees of formalization and awareness. These views can be formed both spontaneously - throughout a person’s life, and purposefully - in the process of a teacher’s acquaintance with theoretical approaches formed in psychological science, through the formation of psychological competence in specially organized conditions for this, during communication with a professional psychologist when solving personal problems. problems.

E.A. Klimov believes that “preparedness in the field of psychology is, first of all, clear ideas about a specific mental reality, accompanied by a positive affective tone, associated with an insatiable interest in it and a willingness to directly contact it in interpersonal communication.” A psychologically prepared teacher must first of all have a “heightened sense of the animation” of outside people, and not just verbal, conceptual knowledge of the corresponding kind. Students, without sufficient theoretical knowledge, carry out “homemade” subjective explanations and constructions in their heads.

At the same time, it is well known that the instrumentality and practicality of theoretical knowledge in psychology obtained at a pedagogical university remains low. Many studies have found that the majority of teachers are not satisfied with their psychological training and its practical orientation. Graduates of a pedagogical university “do not realize the constructive possibilities of psychological theory” (Yu.N. Kulyutkin), “do not and cannot use the psychological knowledge they received at the university” (B.M. Masterov).

The ineffectiveness of the work of a psychologist with teachers in a university, when the psychologist acts as a teacher of one or another psychological discipline, or in an educational institution where the psychologist is called upon to provide educational practice, lies in the fact that the psychologist is focused primarily on transferring ready-made knowledge, one or another theoretical constructions that in themselves do not significantly affect the actual practice of teaching.

Contradictions between the requirements, characteristics and conditions of a student’s educational activity and his future professional activity look like this:

1) between the abstract subject of educational and cognitive activity (texts, sign systems, action programs) and the real subject of the acquired professional activity;

2) between the integrity of the content of professional activity and students’ mastery of it through many subject areas;

3) between the way of existence of professional activity as a process and its representation in training in the form of static systems of ready-made knowledge and algorithms of actions that are subject to memorization and assimilation;

4) between the social form of existence of professional activity, the collective nature of work and individual form its appropriation by students;

5) between the involvement in the labor processes of the entire personality of a specialist at the level creative thinking and social activity and reliance in learning on the processes of attention, memory, perception;

6) between the “responsive” position of the student and the proactive position of the specialist;

7) between the focus of the content of educational activity on past social experience and the student’s orientation towards the future content of professional activity.

The technology of sign-contextual learning proposed on the basis of the analysis of these contradictions ensures the consistent transformation of the student’s educational activity into professional activity young specialist.

To partially remove the above contradictions, active learning methods are also used: business, innovation and organizational-activity games, analysis specific situations, role-playing games, group discussions, etc. Experience with their use shows that they provide a solution educational objectives, difficult to achieve in traditional training, such as:

Fostering a research attitude to reality;

Formation of not only cognitive, but also professional motives and interests;

Developing systems thinking for a specialist;

Training in collective mental work, “official” interaction and communication, individual and joint decision-making, responsible attitude towards business and other people, creative initiative.

Ways to improve the psychological training of a teacher see in strengthening the practical orientation of the psychology course at the university, in identifying the constructive possibilities of psychological knowledge, in the psychologization of the goals, content and methods of teacher education.

A promising direction for the development of education and, in particular, the teacher is design paradigm. In modern methodology, the foundations and means of designing education have been developed.

Pedagogical education design technology, developed by V.I. Slobodchikov, involves identifying types of work and the main steps of project activity. First type of work - this is the conceptualization, or development of the concept of the projected transformation. Second type of work associated with programming a set of necessary activities in their logical and time sequence. Third type of work - planning actions for project implementation, including designation of types of developments, real tasks of performers, final results and their consumers. Fourth type of work - this is the practical implementation of a plan as purposeful, the formation of a special kind of resources: intellectual-volitional, moral-positional, organizational, managerial, professional and activity-based, etc. Design turns out to be a means of building science-oriented educational practice, including pedagogical, in this approach.

O.S. Anisimov believes that a teacher can become an active participant in his changes if they are realized and accepted by him. “The process of acceptance can proceed in a controlled form, as self-determination, which presupposes having appropriate knowledge about oneself and self-awareness... A person can become what he builds himself into, into whom he self-develops.” The emergence of the need for self-change is a consequence of the construction of reflection and the implementation of actions.

The highest level of development of pedagogical activity is the fact that the teacher sets goals for the formation of self-development mechanisms and is capable of transferring to students his ability for self-development. When working with teachers, it is proposed to focus on the formation of the foundations of mental activity. Transferring the teacher to a reflexive position, to systematic self-knowledge in a practical situation, overcoming the phenomenon of “multiplicity of knowledge about the same thing,” theoretical schematization of empirical material, awareness of the features of reflexive procedures, procedural reconstruction of processes in the object of knowledge and modeling of modification of these processes - this is just some stages of transforming teaching activities into research activities with the help of practical actions.

O. S. Anisimov identifies the following conditions that stimulate the implementation of the unity of practical and research functions in teaching activities:

Development of the reflective element in teaching activities;

Complicating the values ​​and goals of pedagogical activity;

Realization of the value of cultural-activity and cultural-mental organization and self-organization of pedagogical activity;

Transition to managing group forms of educational and pedagogical activities;

A gradual and purposeful transition from training and education to the formation of the ability for self-learning and self-education)