Introduction to Psychological and Pedagogical Activities: Textbook Chernyavskaya Anna Pavlovna
4.2. Professional competence of a teacher-psychologist
Competence (or competence) in literal translation from Latin means "related, corresponding". Usually, this term means the terms of reference of a person or institution (TSB, vol. 22, p. 292). The principle of professional competence is one of the main ethical principles of the work of a teacher-psychologist (section 4.3 of this chapter will be devoted to a detailed analysis of professional psychological ethics). It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving it to more qualified specialists. For example, not a single teacher would think of doing an operation if a child has an appendicitis attack, but for some reason some teachers consider themselves entitled to diagnose a student's abilities, his level of mental development, without taking any measurements. Thus, they act unprofessionally, violate the boundaries of their competence. The result of such unprofessional judgments may be a student's doubt about the professional qualities of a teacher (in the best case) or his disbelief in his own strength, a decrease in self-esteem (in more serious cases).
What is the professional competence of a teacher-psychologist?
1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualification. If the technique requires a higher level of skill, then it is necessary to replace the test with a simpler one in processing or undergo special training. The instructions for some methods (mainly Western ones) indicate the requirements for the user: A - the method has no restrictions for use, B - the method can only be used by specialists with higher psychological education, C - the method can be applied by psychologists subject to additional training.
To carry out, process and interpret the results of some methods (for example, projective ones), even a higher psychological education is not enough. To correctly apply most personality tests and intelligence tests, one or two trial tests during your studies at a university are not enough. A long (at least several weeks or months) training in their interpretation and careful observance of the conditions are necessary.
In the process of learning under the guidance of a person who has skillfully applied the methodology for several years, one can learn to avoid subjectivity in the assessment, correlate the results obtained with the theoretical concepts that the developer adhered to, and interpret the results as objectively as possible. In addition, training will provide an opportunity to extract as much information as possible from the results of the methodology.
2. Exactly the same requirement applies to the work of counseling. The educational psychologist does not have the right to use consultative approaches and techniques if they are not sufficiently qualified. There are several theoretical approaches to consultation. Achieving results depends on how professionally the psychologist applies the theory and techniques developed on its basis in his work.
When studying at a university, students receive knowledge sufficient to independently carry out all types of activities of a teacher-psychologist: diagnostics, training, individual and group counseling, including mastering methods based on various theories, but the knowledge gained is predominantly theoretical. It takes time to adapt the existing knowledge to the practice of working in a particular school, with specific groups of students. A novice psychologist usually spends two or three years on such adaptation. Only then can we talk about primary professional experience. This process can be accelerated, for example, by constantly working with a mentor, observing the work of more experienced colleagues, or doing regular reflection.
It is said that the advisory work of an educational psychologist is never based on a single theoretical approach. Indeed, in counseling, most psychologists are eclectic. But even with an eclectic approach, a professionally competent specialist will differ significantly from an incompetent one. The first one will select the most effective methods for working on a specific case, i.e., those that give the most reliable result at the lowest cost. The second one will choose for work what he knows best or what he remembered first of all.
3. Competence will also manifest itself if the educational psychologist refuses to conduct research or counseling in the area of psychology that he has not studied enough. Psychology is very vast, it is impossible to know all branches equally well in it. Just as in education, a rare teacher can teach physics and literature equally well. The same is true in psychology. A person specializing, for example, in the field of career guidance, may have a poor understanding of medical or forensic psychology, a professional in the field of social psychology may have a poor knowledge of pathopsychology, etc. An educational psychologist who is able to admit that he is not an expert in one area or another, has a genuine pedagogical tact and in no case should be ashamed of his ignorance.
The main areas of work of a teacher-psychologist have been described above. Recall that among them there are correctional, and developing, and socio-pedagogical, and managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual corrective or developmental work is better performed by introverts (people who are characterized by their focus on themselves), and for cultural and educational or socio-pedagogical work, the opposite quality is often required - extraversion (outward facing). A competent specialist owns all activities, some at a high level, others at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).
4. The principle of competence assumes that the educational psychologist will apply psychodiagnostic techniques or consultative techniques only after a preliminary check. Not all methods “measure” exactly what is indicated in the instructions for them, that is, it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure a child's level of knowledge in school subjects, so using such a technique, one can only tell at what level the child has mastered the school curriculum, and not what his level of intelligence is.
Not all methods and tests are psychometrically tested. In order to prove that the technique measures precisely this quality (for example, intelligence quotient, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is called psychometric (the word is derived from two Latin roots: "psyche" - the soul and "metros" - to measure). Psychometric verification shows how stable the results of the methodology are against the action of extraneous factors (for example, how much the result of the test for diagnosing attention depends on the fatigue of the person at the time of testing), how accurate the measurements are, for which groups of people the method is intended, how stable its results are when repeated, whether the result obtained during the re-conduct will depend on random factors or whether it will show the progress of a person in the development of this quality, and a number of other indicators. Since these measurements are complex and require a large number of subjects and a long time, not all teachers carry them out. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or if there is no such manual, it is advisable to replace the methodology with another, more reliable one, or conduct the test yourself.
The same applies to counseling techniques and methods that help solve the problem facing the psychologist in one case, and lead him to failure in another. In order to avoid mistakes and failures associated with the incorrect use of methods and methods of work, it is necessary to pre-test them (on yourself, friends, familiar children, etc.).
5. Another result of observing this principle is that the teacher-psychologist is not afraid to make a mistake and quickly corrects the mistakes made. Mistakes are made by all people, even professionally competent ones. But a good specialist differs from a bad one in that, firstly, he notices his mistakes faster, since he uses reflection more often in his work, and, secondly, he will not persist in his mistake and will find ways to correct it, even if it is threatens at some point with a decrease in his authority.
6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates in various situations of communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words to support and encourage , and in order to scold or explain something. His orientation is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by a teacher-psychologist due to the fact that he knows his own characteristics, is confident in himself and knows how to quickly understand communication partners - their manner of speaking, especially temperament and character, communication style, which helps him find convincing arguments for them. . Competence in communication is based on social sensitivity, the general level of a person’s culture, his knowledge of the ideological and moral rules and patterns of social life.
Knowledge of the world cultural heritage (literature, painting, music) helps to form stable moral norms of behavior and attitude towards the world and people, i.e. true competence in communication. In addition, this knowledge helps to quickly understand the individual characteristics of students, and therefore, to find a common language with them, observing the norms of behavior. The teacher-psychologist should be aware of modern ideological trends and the moral code of the society in which he lives, and of world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students in solving worldview issues and thereby win a strong authority and respect on their part. Public life includes not only the structure of national and local (regional, city) authorities, although the teacher’s knowledge of their foundations is also important, but also the features of relationships in various social strata and groups (in production teams, families, between relatives, friends, in the service sector). , leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also be of great help.
Both general and communicative competence can increase with the accumulation of experience and can decrease if a person has stopped in his development and uses only previously accumulated knowledge and ideas.
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Course work
Competences of Educational Psychologists According to the Federal State Educational Standard of Higher Education of the Third Generation
Introduction
1. Description of competence OK-4
2. Description of the competence of GPC-2
3. Description of the competence of GPC-11
4. Description of the competence of SCP-8
6. Description of JPC-1 competence
Conclusion
Bibliography
professional bachelor education teacher
Introduction
The concepts of "competence-based approach" and "key competencies" have become widespread relatively recently in connection with discussions about the problems and ways of modernizing Russian education. Appeal to these concepts is associated with the desire to determine the necessary changes in education, including higher education, due to changes taking place in society.
The federal state educational standard of higher professional education in the direction of training 050400 "Psychological and pedagogical education" qualification "bachelor" consists of 7 points:
Application area
Abbreviations Used
Characteristics of the direction of training
Characteristics of professional activity of bachelors
Requirements for the results of mastering the basic educational programs of the bachelor's degree.
Requirements for the structure of the main educational programs of the bachelor's degree.
Requirements for the conditions for the implementation of the main educational programs of the bachelor's degree.
The purpose of this work is to analyze the specific competencies of the educational standard in the direction of "Psychological and pedagogical education" qualification "bachelor".
Object - Federal State Educational Standard of Higher Professional Education in the direction of training 050400 "Psychological and Pedagogical Education" qualification "Bachelor".
The subject is the specific competencies of the standard being analyzed: OK-4, GPC-2, GPC-11, SCP-8, PCPP-6, PCD-1, PCNO-4.
To reveal the essence of each analyzed competence.
Describe the significance of a specific competence in obtaining education in the profile "Educational Psychologist".
According to the plan for the preparation of bachelors, consider in which academic disciplines a specific competence can be formed, how many hours are devoted to the study of this discipline.
To reveal the structure of each considered competence.
Present the planned levels of competence formation - at the threshold level and at an advanced level.
The course work consists of an introduction, seven chapters, each of which is devoted to a certain competence, a conclusion and a list of references.
1. Description of competence OK-4
The federal state educational standard of higher professional education in the direction of training 050400 "Psychological and pedagogical education" qualification "bachelor" provides that the graduate must have certain general cultural competencies (OK).
In general, general cultural competencies are understood as the ability of a person to navigate in the space of culture, it includes a knowledge component: an idea of the scientific picture of the world, knowledge of the main scientific achievements, an idea of artistic values.
The general cultural competence of OK-4 provides that the graduate is ready to use the basic provisions and methods of social, humanitarian and economic sciences in solving social and professional problems.
Under the competence of OK-2 "ready to use the basic provisions and methods of social, humanitarian and economic sciences in solving social and professional problems" we mean the ability to professional activities aimed at transferring the culture and experience accumulated by mankind, creating conditions for acquiring a repertoire of personal, social and professionals of competencies that ensure the individualization, socialization and professionalization of the individual in the world of people and professions.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by: the need to prepare graduates to solve professional problems and typical social and professional tasks that arise in real situations of professional activity.
The structure of competence is "ready to use the main provisions and methods of social, humanitarian and economic sciences in solving social and professional problems":
The bachelor knows
The range of social and professional tasks of a teacher-psychologist, the structure of a professional task, the algorithm for solving a social and professional task, the stages of designing and solving a social and professional task, the criteria for evaluating the process of designing and solving a social and professional task.
Integrate knowledge of the humanities, social and economic sciences, structure the problem situation, use the algorithm for solving the social and professional tasks of a teacher-psychologist.
Personal experience in integrating knowledge of the humanities, social and economic sciences, skills in solving the social and professional tasks of a teacher-psychologist, skills in reflecting on the success of solving a pedagogical situation.
Levels of formation of competence The main features of the level Threshold level - knows the range of social and professional tasks of a teacher-psychologist and their structure; - owns an algorithm for solving social and professional problems; - understands the stages of designing and solving social and professional tasks, the criteria for evaluating the design process; - able to solve social and professional problems. Advanced level - able to integrate knowledge of the humanities, social and economic sciences in solving social and professional problems; - can successfully solve social and professional problems of a specific educational level and a specific educational institution, in the relevant subject area; - is able to analyze their activities in solving social and professional problems.
The competence of OK-4, according to the curriculum of bachelors-psychologists of education, is formed in the process of studying the disciplines of the cycle B.1, B.2 and B.3, namely such disciplines as:
history (total 108 hours);
philosophy (total 108 hours);
Russian language and culture of speech (total 108 hours);
economics (total 108 hours);
conflictology (total 72 hours);
modern information technologies (total 72 hours);
anatomy and age-related physiology (total 72 hours);
basics of pediatrics and hygiene (total 108 hours);
workshop on modern information technologies (total 72 hours);
theory of training and education (total 108 hours);
history of pedagogy and education (total 72 hours);
multicultural education (total 72 hours);
Introduction to Psychological and Pedagogical Activities (total 108 hours);
history of psychology (total 108 hours);
pedagogy (total 108 hours);
organization of children's recreation (total 72 hours);
psychological and pedagogical support of developing educational programs (total 108 hours).
Thus, the competence of OK-4 is formed by bachelors-psychologists of education throughout the study time in the study of 22 of the above disciplines.
In conclusion, considering the general cultural competence of OK-4, we note that it is the general cultural competence that determines the active life of a person, his ability to navigate in various areas of social and professional life, harmonizes the inner world and relations with society.
Description of the competence of GPC-2
The federal state educational standard of higher professional education in the direction of training 050400 "Psychological and pedagogical education" qualification "bachelor" provides that the graduate must have certain professional competencies common to all types of professional activity (OPK).
Professional competence is the ability of an employee to perform work in accordance with the requirements of the position, and the requirements of the position are the tasks and standards for their implementation adopted in the organization or industry.
General professional competence is aimed at forming the foundations of professional excellence, while laying the objectivity of professional thinking, here the person is attached to the spiritual and value context of the profession, she develops an orientation towards the profession, clear motivational needs for obtaining it.
General professional competence GPC-2 provides that the graduate is ready to apply qualitative and quantitative methods in psychological and pedagogical research. This competence is understood as the ability of students to apply the methods of theoretical and experimental research to achieve and build scientific knowledge. This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the following circumstances:
the requirement to form the ability of university graduates to work with large flows of information, to apply the methods of mathematical processing of information when conducting experimental research.
GPC-2 competence structure:
The bachelor knows
Basic methods of mathematical information processing;
methods of empirical and theoretical research;
Able to interpret information presented in the form of diagrams, diagrams, graphs, graphs, formulas, tables;
Use empirical and theoretical research methods; methods of processing experimental data;
Methods of mathematical processing of information;
The skills of using the methods of empirical and theoretical research in research and professional activities.
Planned levels of formation of the competence of GPC-2:
Levels of formation of competence The main features of the level Threshold level - knows the methods of mathematical processing of information; - able to reveal the essence of the methods of mathematical processing of information; - knows how to interpret information presented in the form of diagrams, diagrams, graphs, graphs, tables - knows the methods of theoretical and experimental research; - owns methods of processing experimental data Advanced level - can justify the use of this method of mathematical processing of information in a particular situation; - is able to determine the type of mathematical model for solving practical problems, including those from the field of professional problems; - owns the method of mathematical modeling - knows the main stages of theoretical and experimental research methods; - can justify the use of this method of scientific research in a particular situation, including in professional activities; - has experience in using scientific research methods in professional activities
This competence is formed in the process of studying the disciplines of the B3 cycle:
term paper on PC (total 108 hours);
developmental psychology (total 108 hours);
psychology of children of primary school age (total 72 hours);
psychology of adolescence (total 72 hours);
educational psychology (total 108 hours);
introduction to psychological and pedagogical activity (total 108 hours);
logopsychology with the basics of speech therapy (total 72 hours);
psychological and pedagogical diagnostics (total 108 hours);
age-related psychological counseling (total 108 hours);
psychological service in education (total 108 hours);
psychological and pedagogical diagnostic technologies and staffing of correctional educational institutions (total 72 hours);
psychological and pedagogical support for persons with developmental disorders at an early age (72 hours in total);
Thus, the competence of GPC-2 is formed by bachelors-psychologists of education throughout the study time in the study of 17 of the above disciplines.
Description of GPC-11 competence
The competence of GPC-11 is understood as the readiness of a graduate to apply in professional activities the main international and domestic documents on the rights of the child and the rights of persons with disabilities.
By this competence, we mean the formation of legal knowledge among students, for their further application, both in professional activities and in everyday life / readiness to make choices and forms of behavior and actions that comply with the law in typical life situations regulated by law; ways of exercising rights and freedoms, as well as protecting violated rights; make decisions and take actions in strict accordance with the law; to apply legal norms regulating public relations in the field of relations between the state and the individual, property and personal non-property ties, labor activity, criminal law protection of the individual, etc.; to fulfill civic obligations; critical ability to evaluate the events and phenomena of public life and the position of law and law; be responsible for the results of their actions and the quality of the tasks performed.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates who have the skills to correctly interpret laws and other normative international and domestic legal acts; legally correct qualification of facts and circumstances; orientation in special legal literature; a clear idea of the essence, nature and interaction of legal phenomena.
The structure of competence is "ready to apply in professional activities the main international and domestic documents on the rights of the child and the rights of persons with disabilities":
The bachelor knows
Legal norms regulating public relations in the field of relations between the state and the individual, property and personal non-property ties, labor activity, criminal law protection of the individual, etc.;
correctly interpret international and domestic laws and other regulatory legal acts;
The mechanism for the application of regulatory legal documents in their activities to protect the rights and freedoms of a person and a citizen of the Russian Federation.
Planned levels of GPC-11 competence formation among university graduate students:
Levels of formation of competence The main features of the level Threshold level - to know the basic concepts of state and law, to determine their role in the life of society; - know the basic provisions of the Constitution of the Russian Federation; - know the rights and freedoms of man and citizen in the Russian Federation; - know the mechanisms for protecting human rights and freedoms in the Russian Federation; - have an idea of the relationship between the state and law, their role in the life of modern society; - demonstrates attention and respect for other people; - to determine the ways and means of activity, ways of behavior based on their own knowledge and ideas; - apply the acquired knowledge when working with specific legal acts; - to search for the necessary information to replenish legal knowledge; - own methods and means of communication in a team, social adaptation; - apply the theoretical foundations in the scope of the course being studied; - express your own opinion; Advanced level - to know the subject and method of the main branches of international and Russian law; - have an idea about the legal force of various sources of law and the mechanism of their action; - concepts of the rule of law and normative legal acts; - have an idea about the main branches of Russian law; - have an idea of the content of fundamental human rights and freedoms; - interpret and use legal information; - be able to use the sources of law - analyze the texts of legislative acts, rules of law from the point of view of the specific conditions for their implementation; - to state and argue their own judgments about ongoing events and phenomena from the point of view of law; - to carry out educational research and projects on legal topics; - resolve conflicts in a legal way; - participate in the use and preparation of draft legal acts relating to future activities; - apply the practical skills and techniques necessary to participate in professional activities.
psychology of preschool age (total 72 hours);
educational programs for preschool children (total 72 hours);
psychology of children of primary school age (total 72 hours);
educational programs of elementary school (total 72 hours);
psychology of adolescence (total 72 hours);
qualitative and quantitative methods of psychological and pedagogical research (total 108 hours);
psychological and pedagogical interaction of participants in the educational process (total 72 hours);
professional ethics in psychological and pedagogical activity (total 72 hours);
psychology of children with sensory disorders (total 144 hours);
psychology of development of children with disorders of the emotional-volitional sphere and behavior (total 108 hours);
psychological and pedagogical correction (total 72 hours);
educational and industrial practice.
Thus, the competence of GPC-11 is formed by bachelors-psychologists of education throughout the study time in the study of 12 of the above disciplines.
Description of the competence of SCP-8
The federal educational standard provides that a graduate must have professional competencies in the activities of psychological and pedagogical support of preschool, general, additional and vocational education (PKPP).
The competence of SCP-8 is defined as "capable of forming the psychological readiness of a future specialist for professional activity."
By this competence, we understand the awareness of the importance of the profession of a psychologist / the ability to carry out self-knowledge and self-education in personal and professional growth / is ready to promote the importance of the psychological profession.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the following circumstances:
the need to form an understanding of the social significance of the work of a psychologist;
value bases of professional activity.
Structure of competence of SCP-8:
The bachelor knows
the importance of psychological and pedagogical education and scientific research conducted in the field of educational psychology;
knows the theory of motivation;
to carry out professional self-education and personal growth, designing a further educational route and professional career;
create and implement a model of professional activity;
Ways to promote the importance of professional activity.
Planned levels of competence formation among university graduate students:
Levels of formation of competence The main features of the level Threshold level - knows the importance of psychological and pedagogical education; - knows the value bases of professional activity in the field of educational psychology; - understands the need to participate in social and professional discussions; - knows the psychological and pedagogical foundations of motivation for professional activity. Increased level - is able to carry out self-knowledge and self-education in personal and professional growth; - is able to systematically analyze and choose psychological and educational concepts; - can solve various problems in the implementation of the educational process; - is able to master various ways of promoting the importance of the psychological and pedagogical profession for society; - owns technologies for designing and modeling professional activities.
This competence is formed in the process of studying the disciplines of cycle B.3:
self-determination and professional orientation of students (total 72 hours).
Thus, the competence of SCP-8 is formed by bachelors-psychologists of education in the study of one discipline.
5. Description of the competence of the PCCPP-6
The federal educational standard provides that a graduate must have professional competencies in the field of psychological and pedagogical support for children with disabilities in correctional and inclusive education (PKSPP).
The competence of the PKSPP-6 is defined as "the ability to effectively interact with teachers of a correctional educational institution and other specialists in the development of students in communicative, playful and educational activities."
By this competence, we mean building interpersonal relationships, correlating personal and group values / interests, working in a team, performing certain roles and being responsible for the overall result.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates who have the skills to work in a team (help, support, approval of each other's efforts); having the necessary social skills (leadership, communication, conflict management); capable of taking individual responsibility for working in a team.
Competence structure of the PKSPP-6:
The bachelor knows
Fundamentals of organizing work in a team (teamwork);
Establish and maintain constructive relationships with colleagues, correlate personal and group interests, show tolerance for other views and points of view;
Experience in working in a team (in a team), controlling skills (evaluating teamwork, clarifying further actions, etc.).
Planned levels of competence formation among university graduate students
Levels of formation of competence The main features of the level Threshold level - knows the basics of organizing work in a team (team work); - knows the basics of conflict theory; - has experience of working in a team (team); - understands the need for joint activities in interaction with others; - demonstrates attention and respect for other people Advanced level - able to organize the work of a team (team); - is able to identify the causes and take measures to resolve conflicts; - may be responsible for the results of joint work; - is able to make a tangible contribution to the work of the team, even if his personal interests are not taken into account
This competence, according to the curriculum of bachelors-psychologists of education, is formed in the process of studying the disciplines of cycle B.3, namely such disciplines as:
pathopsychology (total 108 hours).
Thus, the competence of PKSPP-6 is formed by bachelors-psychologists of education in the study of one discipline.
6. Description of JPC-1 competence
The federal educational standard stipulates that a graduate must have professional competencies in educational activities in preschool education (PKD).
The competence of JPC-1 is defined as "capable of organizing playful and productive activities for preschool children."
Under this competence, we mean the possession of a university graduate with technologies and methods for solving pedagogical problems in teaching, educating and developing the personality of preschoolers, taking into account the specifics of the field of subject knowledge and the type of educational institution.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to form and develop the student's professional competence in the field of practical pedagogical activity.
Competence structure of JPC-1:
The bachelor knows
The essence of modern methods and technologies;
criteria for assessing the quality of the educational process at a particular educational level of a particular educational institution;
features of the educational process at a particular educational level of a particular educational institution;
to analyze information from the position of the problem under study;
Technologies for ensuring the quality of the educational process at a specific educational level of a specific educational institution.
Planned levels of competence formation among university graduate students
Levels of formation of competence The main features of the level Threshold level - knows the theoretical and methodological foundations of training and education; - knows the essence of modern methods and technologies; - is able to analyze information from the position of the problem under study Advanced level - knows the criteria for assessing the quality of the educational process at a specific educational level of a particular educational institution; features of the educational process at a particular educational level of a particular educational institution; - knows how to use modern methods and technologies at a specific educational level of a specific educational institution; - owns technologies for ensuring the quality of the educational process at a specific educational level of a specific educational institution
This competence is not spelled out in the curriculum of bachelors-psychologists of education, but we assume that it can be formed when studying the disciplines of cycle B.3, namely in such disciplines as
Psychology of preschool age (total 72 hours);
educational programs for preschool children (total 72 hours).
Thus, the competence of PKD-1 can be formed in bachelors-psychologists of education in the study of two disciplines.
7. Description of the competencies of SCRP-4
The federal educational standard provides that a graduate must have professional competencies in educational activities at the primary level of general education (PKNO).
The competence of SCSE-4 is defined as "ready to create conditions that facilitate the adaptation of children to the educational process at the initial stage of schooling."
Under the competence of PCOS-4, we mean the ability to create conditions that will facilitate the adaptation of children of primary school age at the beginning of schooling.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates with skills:
investment in the process of adaptation of schoolchildren to learning in primary school;
forecasting further developments in the education and upbringing of schoolchildren.
Competence structure of PCNW-4:
The bachelor knows
The theory of training and education, the theory of diagnosing the achievements of students and pupils;
Check and evaluate the level of education and upbringing of schoolchildren;
predict further developments in the education and upbringing of children;
Skills for checking, assessing the level of education and upbringing of schoolchildren;
the skills of predicting the further development of events in the education and upbringing of children.
Planned levels of formation of the competence of PCNO-4:
Levels of competence formation The main features of the level Threshold level - has an idea about the theory of training and education, about diagnosing the achievements of students and pupils; - knows how to select methods for checking and evaluating the level of education and upbringing of schoolchildren, statistically process and analyze data; - is able to suggest ways to solve the individual life problems of the child. Advanced level - knows the theory of education and upbringing, the theory of diagnosing the achievements of students and pupils; - is able to apply appropriate methods for checking and evaluating the level of education and upbringing of schoolchildren, statistically process and analyze data; identify dynamics and trends, predict further developments in the education and upbringing of children; - is able to plan and implement effective ways to solve the individual life problems of the child.
This competence is not spelled out in the curriculum of bachelors-psychologists of education, but we assume that it can be formed in the process of studying the disciplines of cycle B.3, namely such disciplines as:
developmental psychology (total 108 hours);
Psychology of children of primary school age (total 72 hours);
educational programs of elementary school (total 72 hours).
Thus, the competence of PCPE-4 is formed in bachelors-psychologists of education in the study of the three above disciplines.
8. The experience of teachers in the application of competencies in the work
Consider in this chapter how teachers apply the competencies analyzed in this course work in their professional activities.
Competence OK-4: ready to use the main provisions and methods of social, humanitarian and economic sciences in solving social and professional problems.
We believe that in their professional activities, every educational psychologist uses the basic provisions and methods of social, humanitarian and economic sciences in solving social and professional problems.
For example, the article "On a trip around the world: plot training for fifth graders" in the journal "School Psychologist" No. 4, 2009 describes the content and methods of conducting a special psychological training "On a trip around the world", which is conducted with all fifth graders of the school to adapt the transition children from primary to secondary school.
During the training, the psychologist uses knowledge from the humanities, in particular from psychology, geography, sociology and pedagogy.
GPC-2 competence: ready to apply qualitative and quantitative methods in psychological and pedagogical research.
This competence is well considered in the article "Poster for diagnostics" from the journal "School Psychologist" No. 7, 2009. In the article, the author Yu. Pavlyuk shares his experience in creating a special diagnostic package for diagnosing the psychological problems of schoolchildren: anxiety, communication, etc. At the same time, talking about each diagnosis, the author dwells in detail on the qualitative and quantitative methods used in a particular diagnostic technique.
Competence GPC-11: ready to apply in professional activities the main international and domestic documents on the rights of the child and the rights of persons with disabilities.
Experience in the application of this competence is described in the article "Family conflicts and ways to resolve them" in the journal "School Psychologist" No. 10, 2008. The article discusses family relationships and family conflicts: "Examples of family relationships for many students of an auxiliary school turn out to be negative Therefore, without prejudice to the feelings of children, show them the possibility of the existence of other relationships. This can draw their attention to the moral ways of building their relationships in their own future family. " The author of the article, when analyzing family conflicts, dwells separately on legal acts from the Family Code of the Russian Federation, which can be applied in practice in resolving family conflicts.
Competence of SCP-8: able to form the psychological readiness of a future specialist for professional activities.
We read about this competence in the article "Students at School" in the journal "School Psychologist" No. 24, 2008, where the author talks about how it is necessary to competently form the readiness of future specialists for professional activities: "You can find an approach to any student. At our first meeting at school, we tell students what kind of work we will give them the opportunity to try themselves in. This could be:
preparation, implementation and processing of diagnostic results;
preparation of visual materials for individual remedial classes and for classes in psychology (they are held with us both in elementary, and in middle and high schools);
individual lessons with a child (prevention of school failure);
conducting research (for a student - an essay or term paper, for a school - an understanding of the processes occurring in a particular group);
holding large cognitive and gaming events, such as "Geographical Journey", "Farewell to the ABC", "Robinsonade", etc., in which children, parents and teachers participate.
We listen to students' suggestions and find the best solution for everyone. The main thing for us, psychologists, is the motivation of students, then their head works well, and there is a lot of enthusiasm, and the work is done faster and better.”
Competence of PKSPP-6: is able to effectively interact with teachers of a correctional educational institution and other specialists on the development of students in communicative, playful and educational activities.
The experience of psychologists with the use of this competence is considered in the article "Is it easy to be a young ... specialist" in the journal "School Psychologist" No. 19 for 2005. The author A. Shadura tells that "many graduates want to work in consulting institutions, shying away from "field" activities at the forefront of education. But, of course, it is not easy to get into such an institution right away, because they need experienced people, and university graduates cannot yet be attributed to this category. And if you suddenly have such an opportunity , do not rush to take advantage of it: the fate of the young in the center is often a "rough" job... Get ready for the fact that you will be sent with papers to the administration, to schools for meetings, you will sit in the registry, replacing a sick registrar, etc. ."
According to the author of the article A. Shadur, you still need to start a career in the "field", where you can independently build your professional path, focusing on the microenvironment in which you find yourself. And do not be afraid of the apparent futility of their efforts. Firstly, if not all good grains germinate, and secondly, remember that the task of a novice specialist is to gain experience. After the institute, practical vocational training is just beginning, and this is universal for any sphere of human activity.
Then the author talks in more detail about how a novice educational psychologist needs to properly interact with teachers of a correctional educational institution and other specialists on various issues of student development.
Competence of PKD-1: able to organize playful and productive activities for preschool children.
In the article "Development of attention in preschool children" on the website of the journal "Psychology: mental processes, personality development", the author describes his many years of experience in developing attention in preschoolers when they are involved in gaming activities, presents methods and various options for games for preschoolers.
Competence of PCNO-4: ready to create conditions that facilitate the adaptation of children to the educational process at the initial stage of schooling.
This competence is described in the article "Become a flower" in the journal "School psychologist" No. 22 for 2006, in which the author Irina Tuzovskaya, a teacher-psychologist from the Kemerovo region, gives various options for games that facilitate the adaptation of children of primary school age to learning in school, for example, such games as: "Flower", "Two drawings", "City", etc.
Conclusion
In the course work, seven competencies were considered in detail, which are mandatory for the formation of students according to the third generation of the Federal State Educational Standard of Higher Professional Education. Also, those academic disciplines were prescribed in which these competencies can be formed throughout the entire time of study of a bachelor-psychologist of education.
The new philosophy of higher professional education is distinguished by a focus on ensuring the high quality of specialist training and the formation of his competence. In modern world educational practice, the concept of competence acts as a central, "nodal" one, since competence, firstly, combines the intellectual and skill components of education; secondly, the concept of "competence" contains the ideology of interpreting the content of education, formed "from the result" ("output standard"); thirdly, competence has an integrative nature, incorporating a number of homogeneous skills and knowledge related to broad areas of culture and activity (professional, informational, legal, etc.).
The content vectors of this approach emphasize the practice-oriented orientation of the educational programs of higher education. Competence is operational. In addition to the system of theoretical and applied knowledge, it includes cognitive and operational-technological components. In other words, competence is a set (system) of knowledge in action. The acquisition, transformation and use of knowledge are active processes, therefore, the structure of competence also includes emotional-volitional and motivational components. Therefore, an indispensable and obligatory condition for a student to acquire competence as a result of vocational education requires his active (subjective) position in the educational process.
The purpose of the course work - to analyze the specific competencies of the educational standard in the direction of "Psychological and pedagogical education" qualification "bachelor" - was achieved.
The tasks set in the work have been completed.
Bibliography
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Barannikov A.V. The content of general education. Competence approach - M., State University Higher School of Economics, 2009. - 182 p.
Baskaev R.M. On the trends of changes in education and the transition to a competency-based approach // Innovations in Education. - 2007. - No. 1. - S.23-27.
Zeer E.F., Pavlova A.M., Symanyuk E.E. Modernization of vocational education: competence-based approach: Textbook. - M., 2005.
Zimnyaya I.A. Key competencies - a new paradigm of the result of education // Higher education today. - 2003. - No. 5. - S.41-44.
Ignatieva E.A. General cultural competencies as a result-target basis of a competency-based approach in higher education // Access mode: http://jurnal.org/articles/2011/ped17.html
Competences in education: design experience: Sat. tr. / ed. A.V. Khutorsky. - M.: Scientific and innovative enterprise "INEK", 2007. - 327 p.
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Course work
Competences formed by psychologists in the Federal State Educational Standard of Higher Professional Education
Introduction
Main part
Competency characteristics
Conclusion
Bibliography
Introduction
The relevance of the study is due to several factors.
Firstly, despite the fact that the Russian theory and practice of higher education has a huge potential for methods, forms and means of teaching, the main type of teaching is still the verbal type: the use of oral and printed words, when the teacher speaks mainly as an informant and supervisor of students. Obviously, in the light of modern requirements for a graduate, which are formed under the influence of the situation on the labor market and such processes as the acceleration of the pace of development of society and the widespread informatization of the environment, the authoritarian-reproductive education system is outdated. An education focused only on the acquisition of knowledge means at the present time an orientation towards the past.
Secondly, in a changing world, the education system should form such new qualities of a graduate as initiative, innovation, mobility, flexibility, dynamism and constructiveness. A future professional should have a desire for self-education throughout his life, master new technologies and understand the possibilities of their use, be able to make independent decisions, adapt in the social and future professional sphere, solve problems and work in a team, be prepared for overload, stressful situations and be able to get out of them quickly.
The upbringing of such a socially and professionally active person requires teachers of modern higher education to use completely new methods, techniques and forms of work. In order to form a competent graduate in all potentially significant areas of vocational education and life itself, it is necessary to apply active teaching methods, technologies that develop, first of all, the cognitive, communicative and personal activity of students.
One of the promising directions in terms of solving this problem is the implementation of a competency-based approach.
The competence-based approach in vocational education is not a tribute to the fashion to invent new words and concepts, but an objective phenomenon in education, brought to life by socio-economic, political, educational and pedagogical prerequisites. First of all, it is the reaction of vocational education to the changed socio-economic conditions, to the processes that appeared along with the market economy. The market imposes on a modern specialist a whole layer of new requirements that are not sufficiently taken into account or not taken into account at all in the training programs for specialists. These new requirements, as it turns out, are not rigidly connected with one or another discipline, they are of a supra-subject nature, they are distinguished by universality. Their formation requires not so much new content (subject content) as other pedagogical technologies. Some authors call such requirements basic skills (V.I. Baidenko), others call them superprofessional, basic qualifications (A.M. Novikov), others call them key competencies (A.V. Khutorskoy, E.F. Zeer, etc.). That is why today a number of scientists (V.A. Bolotov, V.V. Serikov, G.K. Selevko, A.V. Khutorskoy) single out a competency-based approach to education, the main criteria of which are considered to be the acquisition by students of the experience of independent activity and personal responsibility.
The concepts of “competence-based approach” and “key competencies” have gained popularity relatively recently in connection with discussions about the problems and ways of modernizing Russian education. Appeal to these concepts is associated with the desire to determine the necessary changes in education, including professional education, due to changes taking place in society.
Now large scientific-theoretical and scientific-methodical works have already appeared, in which the essence of the competency-based approach and the problems of the formation of key competencies at different levels of the education system are analyzed, for example, the works of A.V. Khutorsky, V.I. Baidenko, V.A. Bolotova, S.A. Druzhilova, E.F. Zeera, I.A. Zimnyaya, V. Landsheer, O.E. Lebedev, I. Osmolovskaya, A. Petrov, S.B. Serebryakova, M.A. Choshanova and others.
In 2009, the Ministry of Education and Science of the Russian Federation issued an order, signed by the Minister of Education A. Fursenko, "On the approval and implementation of the federal state educational standard of higher professional education in the direction of training 050400 Psychological and pedagogical education (qualification (degree)" bachelor " )". According to this order, from January 1, 2010, the federal state educational standard was put into effect.
The object of the course work is the Federal State Educational Standard of Higher Professional Education in the direction of training 050400 "Psychological and Pedagogical Education" qualification "Bachelor".
The subject is the specific analyzed competencies of the standard: OK-9, GPC-6, SCP-4, PCSP-2, PCSP-4, PCD-6.
The purpose of this course work is to analyze the competencies of the educational standard in the direction of "Psychological and pedagogical education" qualification "bachelor".
Give a description of each analyzed competence.
Describe the significance of each competence in obtaining education in the profile "Educational Psychologist".
According to the plan for the preparation of bachelors, consider in which academic disciplines each competence can be formed, how many hours are devoted to the study of this discipline.
To reveal the structure of each considered competence.
Present the planned levels of competence formation - at the threshold level and at an advanced level.
The course work consists of an introduction, six chapters, each of which is devoted to a certain competence, a conclusion and a list of references.
student psychologist general cultural competence
Main part
Competency characteristics
The federal state educational standard of higher professional education in the direction of training 050400 "Psychological and pedagogical education" qualification "bachelor" provides that the graduate must have certain general cultural competencies (OK).
The general cultural competence of OK-9 provides that the graduate "is able to understand the principles of organizing scientific research, ways to achieve and build scientific knowledge."
This competence is understood as the ability of students to apply the methods of theoretical and experimental research to achieve and build scientific knowledge.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the following circumstances:
The need to form a holistic worldview and scientific outlook of students;
the requirement to form the ability of university graduates to work with large flows of information, to apply the methods of mathematical processing of information when conducting experimental research;
the need for students to master general scientific methods and techniques of research, both empirical and theoretical levels.
This competence is formed in the process of studying the disciplines of cycles B1, B2 and B3:
philosophy;
foreign language;
mathematics;
modern information technologies;
anatomy and age physiology;
fundamentals of pediatrics and hygiene;
workshop on modern information technologies;
course work on PC;
theory of training and education;
multicultural education;
social pedagogy;
pedagogical psychology;
introduction to psychological and pedagogical activity;
pedagogy;
organization of children's recreation;
psychological and pedagogical support of developing educational programs.
That is, the competence of OK-9 is formed by students in the study of 18 disciplines.
Competence structure of OK-9:
The bachelor knows
Basic methods of mathematical information processing;
methods of empirical and theoretical research;
Able to interpret information presented in the form of diagrams, diagrams, graphs, graphs, formulas, tables;
Use empirical and theoretical research methods; methods of processing experimental data;
Methods of mathematical processing of information;
The skills of using the methods of empirical and theoretical research in research and professional activities.
Planned levels of formation of OK-9 competence among university graduates.
Levels of formation of competence The main features of the level Threshold level - knows the methods of mathematical processing of information; - able to reveal the essence of the methods of mathematical processing of information; - knows how to interpret information presented in the form of diagrams, diagrams, graphs, graphs, tables - knows the methods of theoretical and experimental research; - has experience in using scientific research methods in teaching and research activities; - owns methods of processing experimental data Advanced level - can justify the use of this method of mathematical processing of information in a particular situation; - is able to determine the type of mathematical model for solving practical problems, including those from the field of professional problems; - owns the method of mathematical modeling - knows the main stages of theoretical and experimental research methods; - can justify the use of this method of scientific research in a particular situation, including in professional activities; - has experience in using scientific research methods in professional activities
The Federal State Educational Standard of Higher Professional Education in the direction of training 050400 "Psychological and Pedagogical Education" qualification "bachelor" provides that the graduate must have certain professional competencies common to all types of professional activity (OPK).
The general professional competence of GPC-6 provides that the graduate is able to organize joint activities and interpersonal interaction of the subjects of the educational environment.
This competence is understood as: adequate self-esteem, building interpersonal relationships, correlating personal and group values / interests, teamwork, performing certain roles and responsibility for the overall result.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates who have the skills to work in a team (help, support, approval of each other's efforts); having the necessary social skills (leadership, communication, conflict management); capable of taking individual responsibility for working in a team.
social Psychology;
educational programs for preschool children;
methodology and methods of psychological and pedagogical activity;
qualitative and quantitative methods of psychological and pedagogical research;
psychological and pedagogical interaction of participants in the educational process;
psychological and pedagogical correction;
workshop on general and experimental psychology;
psychological and pedagogical workshop;
educational and production practices;
final state certification.
That is, the competence of GPC-6 is formed by studying 11 disciplines.
The structure of competence "is able to organize joint activities and interpersonal interaction of subjects of the educational environment":
The bachelor knows
Fundamentals of organizing work in a team (teamwork);
Establish and maintain constructive relationships with colleagues, correlate personal and group interests, show tolerance for other views and points of view;
Experience in working in a team (in a team), controlling skills (evaluating teamwork, clarifying further actions, etc.).
Planned levels of competence formation among university graduate students
Levels of formation of competence The main features of the level Threshold level - knows the basics of organizing work in a team (team work); - knows the basics of conflict theory; - has experience of working in a team (team); - understands the need for joint activities in interaction with others; - demonstrates attention and respect for other people Advanced level - able to organize the work of a team (team); - is able to identify the causes and take measures to resolve conflicts; - may be responsible for the results of joint work; - is able to make a tangible contribution to the work of the team, even if his personal interests are not taken into account
The federal educational standard provides that a graduate must have professional competencies in the activities of psychological and pedagogical support of preschool, general, additional and vocational education (PKPP).
The competence of SCP-4 is defined as “capable of reflecting on the methods and results of one's professional actions”.
This competence is understood as: the ability to professional activities, the performance of certain roles and responsibility for the overall result, has the motivation to carry out professional activities.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by: the need to train graduates who are able to bear individual responsibility for working in a team.
qualitative and quantitative methods of psychological and pedagogical research;
professional ethics in psychological and pedagogical activity;
psychology of family and family education;
methods of active socio-psychological education of children.
That is, the competence of SCP-4 is formed by studying four disciplines.
The structure of competence is “capable of reflecting on the methods and results of their professional actions”:
Bachelor knows:
The legal framework of modern education, related to the teacher's responsibility in pedagogical activity;
theoretical foundations of pedagogical activity;
External forms of control that ensure responsibility for the results of its activities (accountability, punishability, etc.), and internal forms of self-regulation of its activities (a sense of responsibility, a sense of duty).
Apply general professional knowledge to the performance of certain roles;
to actualize their potential to achieve positive results in their professional activities.
personal qualities, such as responsibility, tolerance, humanity;
methods and techniques of reflection of their pedagogical activity;
skills of self-control of the results of professional activity from the standpoint of the implementation of accepted norms and rules.
Planned levels of formation of the competence of SCP-4 among university graduate students:
Levels of competence formationMain features of the level Threshold level knows the legal framework of modern education, related to the teacher's responsibility in pedagogical activity; owns the theoretical foundations of pedagogical activity; is able to apply general professional knowledge to the performance of certain roles; owns the methods and techniques of reflection of his pedagogical activity; knows how to build a strategy of pedagogical behavior in accordance with the situation. Advanced level knows external forms of control that ensure the imposition of responsibility for the results of its activities (accountability, punishability, etc.); is able to demonstrate the internal forms of self-regulation of his activities (a sense of responsibility, a sense of duty). is able to show personal qualities, such as responsibility, tolerance, humanity; owns modern pedagogical technologies focused on subject-subject interaction; owns the skills of self-control of the results of professional activity from the standpoint of the implementation of accepted norms and rules; is able to actualize his potential to achieve positive results in professional activities.
The federal educational standard provides that a graduate must have professional competencies in the field of psychological and pedagogical support for children with disabilities in correctional and inclusive education (PKSPP).
The competence of PKSPP-2 is defined as “ready to apply the recommended methods and technologies that allow solving diagnostic and correctional and developmental tasks”.
This competence is understood as the possession by a university graduate of technologies and methods for solving diagnostic and correctional and developmental tasks, taking into account the specifics of the field of subject knowledge and the type of educational institution.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to form and develop the student's professional competence in the field of practical psychological and pedagogical activities.
This competence is formed in the process of studying the disciplines of the B3 cycle:
defectology;
psychology of children with intellectual disabilities;
pathopsychology;
psychological service in education.
That is, this competence is formed in the study of four disciplines.
The bachelor knows
The essence of modern methods and technologies, including information;
to analyze information from the position of the problem under study;
use modern methods and technologies, including information ones, to solve diagnostic and correctional and developmental tasks;
Technologies for solving diagnostic and correctional and developmental problems.
Planned levels of formation of the competence of PKSSP-2 among students-graduates of the university
Levels of formation of competence The main features of the level Threshold level - knows the essence of modern methods and technologies, including information ones; - has an idea about the choice of forms, methods and techniques and means of diagnostics and development; - is able to analyze information from the position of the problem under study; - can develop a plan-outline of a lesson using a specific technology Advanced level - knows the criteria for assessing the quality of a correctional and developmental process; - knows how to use modern methods and technologies, including information ones; - owns technologies for solving diagnostic and correctional and developmental tasks of PKSP-4
The federal educational standard stipulates that a graduate must have professional competencies in the field of social and pedagogical activity (PKSP).
The competence of the PCSP-4 is defined as "capable of participating in the development and implementation of socially valuable activities of the student, the development of social initiatives, social projects."
The competence of PKSP-4 is understood as free orientation in the historical and cultural space; definition of goals, objectives, principles of organization of various forms of socially valuable activities of the population; implementation of pedagogical guidance and programming of developing forms of socially valuable activities and social initiatives of various categories of the population, as well as the ability to develop and implement socially significant projects.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined
the need to train graduates who are able to demonstrate an understanding of the essence of socially valuable activity;
able to create various socially significant projects;
determine the effectiveness of socially valuable activities.
This competence is formed in the process of studying the disciplines of cycle B.3:
theory of training and education;
history of pedagogy and education;
multicultural education;
developmental psychology.
That is, the competence of the PCSP-4 is formed in the study of four disciplines.
Competence structure "is able to participate in the development and implementation of socially valuable activities of the student, the development of social initiatives, social projects":
The bachelor knows
current state and development trends of social initiatives;
develop and implement socially significant projects;
experience in the use of modern technologies in practical socially valuable activities.
Planned levels of formation of the competence of PKSP-4 among students-graduates of the university
Levels of formation of competence The main features of the level Threshold level - has an idea of the essence of socially valuable activity, its place and role in the life of a person and society; - understands the basic terms of socially valuable activity; - has an idea about the functions and principles of socially valuable activity; - has an idea about the content, forms, methods of socially valuable activity; - knows the spheres, subjects of socially valuable activity; - has an idea about the state social policy; - has an idea of the current state and trends in the development of social technologies; - critically comprehends social theories, concepts, approaches Advanced level - is able to use a variety of methods for assessing the current social situation; - use various research methods; methods of processing experimental data; - can demonstrate the possibility of different interpretations of the obtained results; - is able to take responsibility for the results of his actions and the quality of the tasks performed; - has experience in managing design and research activities, making non-standard solutions to professional problems; - can use modern technologies in the implementation of socially significant projects
The federal educational standard stipulates that a graduate must have professional competencies in educational activities in preschool education (PKD).
The competence of JPC-6 is defined as "capable of interacting with the family, teachers and psychologists of an educational institution on the issues of education, training and development of preschoolers."
This competence is understood as the ability to build a system of one's own actions aimed at organizing interaction with the family, teachers and psychologists of an educational institution.
This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates with skills:
inclusion of the family, teachers and psychologists in the process of setting goals, in planning and implementing plans, in the process of self-control, self-analysis and self-assessment of performance;
joint analysis of activities, designing a system of own actions and actions of colleagues.
This competence is formed in the process of studying the disciplines of cycle B.3:
professional ethics in psychological and pedagogical activity;
psychology of family and family education.
That is, this competence is formed in the study of two disciplines.
The structure of competence "is able to interact with the family, teachers and psychologists of an educational institution on the issues of education, training and development of preschoolers":
The bachelor knows
The theory of training and education;
Check and evaluate the level of education, upbringing and development of preschoolers;
statistically process data, analyze them, identify dynamics and trends;
predict the further development of events in the education, development and upbringing of preschool children;
Skills for checking, assessing the level of education, upbringing and development of preschoolers;
data processing skills, their analysis, identification of dynamics and trends;
the skills of predicting the further development of events in the education, development and upbringing of preschool children.
Planned levels of formation of competence JPC-6:
Levels of competence formation Main features of the level Threshold level - has an idea about the theory of training and education; - knows how to select methods for checking and evaluating the level of education, upbringing and development of preschool children, statistically process and analyze data; - is able to suggest ways to solve the individual life problems of the child. Advanced level - knows the theory of education and upbringing; - is able to apply appropriate methods for checking and evaluating the level of education, development and upbringing of preschoolers, statistically process and analyze data; identify dynamics and trends, predict further developments in the education and upbringing of children; - is able to plan and implement effective ways to solve the individual life problems of the child.
Characteristics of the work experience of psychologists
Competence OK-9: "is able to understand the principles of organizing scientific research, ways to achieve and build scientific knowledge."
In the article "Energy of Association" ("School Psychologist", 2002. No. 10), educational psychologist Mikhail Troshagin tells his experience in organizing scientific research, which he conducted in a group of mutual psychological assistance. Quote from the article: “A Mutual Psychological Assistance Group is being created at High Key High School. The group is led by a teacher-psychologist. Membership in the group is voluntary. The group may include students in grades 8-11 of the school who agree to perform the duties of a member of the group. The group can work with a number of at least 8 people and no more than 16 people. Further, the author describes in stages his scientific research, which ended with the writing of a dissertation and the degree of candidate of psychological sciences.
Competence GPC-6: "is able to organize joint activities and interpersonal interaction of subjects of the educational environment."
In the article "Cooperation" ("School Psychologist", 2003. No. 19), a teacher-psychologist of a school in Svobodny talks about the cooperation of a psychologist with school teachers and administration. Quote from the article: “In order to solve serious school problems of students, as a teacher-psychologist, I always need to work together with the class teacher and parents, we are all involved in a common program of action. Psychological work at school needs serious pedagogical support: this includes the development or correction of interpersonal relationships in the classroom, and the individual problems of children, and psychological training. For many years, we have had close cooperation with primary school teachers Natalya Gudkova, Irina Kolesnikova and others, it helps a lot in the work of the deputy. primary school director Natalia Dutnaya. Each time we are convinced that with such cooperation, the methodological baggage of parents, teachers, and psychologists is enriched.
Competence of SCP-4: "capable of reflecting on the methods and results of their professional actions."
In the article by N.L. Rosina "Problems and opportunities for the development of reflection in the preparation of a psychologist" the author examines in detail the method of reflection and the features of its application in the training of future psychologists. E-mail address of the article: #"justify">Competence of PKSPP-2: "I am ready to apply the recommended methods and technologies that allow solving diagnostic and correctional and developmental tasks."
In the article "Trust or Manage" ("School Psychologist", 2006. No. 18), the author talks about psychological training and the methods and technologies that he uses in his practical work as a psychologist. Quote from the article: “Practical psychology has been penetrating into various spheres of our life in recent years. Of course, one of the most popular and practically applicable areas of it are psychological training. In recent years, such trainings (both socio-psychological and personal) have become quite popular, penetrating into various areas of our lives: business (trainings in sales, effective communication, etc.), education (trainings in various skills, conflict resolution, etc.). ) and many others. Personal growth training has also become an integral part of psychological education. In line with the socio-psychological adaptation of modern youth, psychological training with adolescents is also an important element.
Competence of PKSP-4: "is able to participate in the development and implementation of socially valuable activities of the student, the development of social initiatives, social projects."
In the article “Pictures from the Competition” (“School Psychologist”, 2006. No. 1), the author, a teacher-psychologist of one of the schools in the city of Orel, tells in detail about the competition of social initiatives, in which the students of his school won a prize. The author talks about how he, together with teachers, prepared children for this competition.
Competence of PKD-6: "is able to interact with the family, teachers and psychologists of an educational institution on the issues of education, training and development of preschool children."
The experience of psychologists in applying the competence of PKD-2 is described in the article “Psychological support of the educational process in a preschool educational institution”, where a kindergarten teacher-psychologist talks about how the psychological support of the educational process is carried out in their kindergarten and the professional tasks of the correctional and developmental program are implemented, in which the interaction of all employees of the kindergarten and specialists from outside is carried out, as well as the involvement of parents in joint activities.
Conclusion
So, the modern Federal State Educational Standard of Higher Professional Education in the direction of training 050400 "Psychological and Pedagogical Education" qualification "Bachelor" is based on a competency-based approach.
In the course work, six competencies were considered in detail, which are mandatory for the formation of students according to the third generation of the Federal State Educational Standards of Higher Professional Education. Also, those academic disciplines were prescribed in which these competencies can be formed throughout the entire time of study of a bachelor-psychologist of education.
The new philosophy of higher professional education is distinguished by a focus on ensuring the high quality of specialist training and the formation of his competence. In modern world educational practice, the concept of competence acts as a central, “nodal” one, since competence, firstly, combines the intellectual and skill components of education; secondly, the concept of “competence” contains the ideology of interpreting the content of education, formed “from the result” (“output standard”); thirdly, competence has an integrative nature, incorporating a number of homogeneous skills and knowledge related to broad areas of culture and activity (professional, informational, legal, etc.).
The content vectors of this approach emphasize the practice-oriented orientation of the educational programs of higher education. Competence is operational. In addition to the system of theoretical and applied knowledge, it includes cognitive and operational-technological components. In other words, competence is a set (system) of knowledge in action. The acquisition, transformation and use of knowledge are active processes, therefore, the structure of competence also includes emotional-volitional and motivational components. Therefore, an indispensable and obligatory condition for a student to acquire competence as a result of vocational education requires his active (subjective) position in the educational process.
According to authoritative experts, the competence-based approach is the methodological foundation of a new, emerging paradigm of higher professional education in Russia. So, V. A. Baidenko notes that in vocational education today there is a shift from a qualification approach to a competency-based approach. The qualification approach assumes that the professional educational program is linked to the objects (objects) of labor, correlates with their characteristics and does not indicate what abilities, readiness, knowledge and attitudes are optimally associated with the efficiency of a person's life. Qualification means the predominance of framework activities in stable professional fields and algorithms. Competence, on the other hand, meets the requirements of “floating” professional boundaries, the dynamics of professions, their globalization, and the destruction of professional closures.
This does not preclude the requirement for a high level of professionalism in specific subject areas. Competences imply the contextual expediency of activity, contextual creativity, contextual-role self-organization, self-management, self-assessment, self-regulation, self-correction, self-positioning.
To summarize the above, it should be emphasized that the analysis of learning outcomes/competences is the only reliable way to compare the learning and curricula offered by higher education institutions. By formulating appropriate learning outcomes, standards can be set covering the level and content of the theoretical knowledge of the discipline, skills, and general academic or transferable competencies. To make the program more transparent and comparable at European level, it is necessary to formulate learning outcomes/competences for each recognized qualification. These learning outcomes must be recognizable and measurable in the program chosen for such a qualification. Learning outcomes should be formulated not only at the level of formal qualifications, but also at the level of modules or courses. Clear learning outcomes facilitate the transfer and accumulation of credits, as well as the precise indication of achievements for which credits are or have been awarded.
Bibliography
1. Zimnyaya I.A. Key competencies - a new paradigm of educational outcomes // Higher education today. - 2003. - No. 5. - S.34-42.
Ignatieva E.A. General cultural competencies as a result-target basis of a competency-based approach in higher education // Access mode: #"justify">. Competences in education: design experience: Sat. tr. / ed. A.V. Khutorsky. - M.: Scientific and innovative enterprise "INEK", 2007. - 327 p.
Competence approach in teacher education / Ed. V.A. Kozyreva, N.F. Radionova - St. Petersburg, 2004. - 164 p.
5. Morozova O.M. Formation of key competencies of students // Access mode:<#"justify">7. Modern approaches to competence-oriented education: Materials of the seminar / Ed. A.V. Velikanova. - Samara, 2010.
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Competence (or competence) in literal translation from Latin means "related, corresponding".
Usually, this term means the terms of reference of a person or institution (TSB, vol. 22, p. 292). The principle of professional competence is one of the main ethical principles of the work of a teacher-psychologist (section 4.3 of this chapter will be devoted to a detailed analysis of professional psychological ethics). It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving it to more qualified specialists. For example, not a single teacher would think of doing an operation if a child has an appendicitis attack, but for some reason some teachers consider themselves entitled to diagnose a student's abilities, his level of mental development, without taking any measurements. Thus, they act unprofessionally, violate the boundaries of their competence. The result of such unprofessional judgments may be a student's doubt about the professional qualities of a teacher (in the best case) or his disbelief in his own strength, a decrease in self-esteem (in more serious cases).
What is the professional competence of a teacher-psychologist?
1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualification. If the technique requires a higher level of skill, then it is necessary to replace the test with a simpler one in processing or undergo special training. The instructions for some methods (mostly Western) specify the requirements for the user; A - the technique has no restrictions for application, B - the technique can be used only by specialists with higher psychological education, C - the technique can be applied by psychologists subject to additional training.
To carry out, process and interpret the results of some methods (for example, projective ones), even a higher psychological education is not enough. To properly apply most personality and intelligence tests, one or two practice tests while studying at a university are not enough. A long (at least several weeks or months) training in their interpretation and careful observance of the conditions are necessary.
In the process of learning under the guidance of a person who has skillfully applied the methodology for several years, one can learn to avoid subjectivity in the assessment, correlate the results obtained with the theoretical concepts that the developer adhered to, and interpret the results as objectively as possible. In addition, training will provide an opportunity to extract as much information as possible from the results of the methodology.
2. Exactly the same requirement applies to the work of counseling. The educational psychologist does not have the right to use consultative approaches and techniques if they are not sufficiently qualified. There are several theoretical approaches to consultation. Achieving results depends on how professionally the psychologist applies the theory and techniques developed on its basis in his work.
When studying at a university, students receive knowledge sufficient to independently carry out all types of activities of a teacher-psychologist: diagnostics, training, individual and group counseling, including mastering methods based on various theories, but the knowledge gained is predominantly theoretical. It takes time to adapt the existing knowledge to the practice of working in a particular school, with specific groups of students. A novice psychologist usually spends two or three years on such adaptation. Only after that can we talk about primary professional experience. This process can be accelerated, for example, by constantly working with a mentor, observing the work of more experienced colleagues, or doing regular reflection.
3. Competence will also manifest itself if the educational psychologist refuses to conduct research or consulting in the area of psychology that he has not studied enough. Psychology is very vast, it is impossible to know all branches equally well in it. Just as in education, a rare teacher can teach physics and literature equally well. The same is true in psychology. A person specializing, for example, in the field of career guidance, may have a poor understanding of medical or forensic psychology, a professional in the field of social psychology may have a poor knowledge of pathopsychology, etc. An educational psychologist who is able to admit that he is not an expert in one area or another, has a genuine pedagogical tact and in no case should be ashamed of his ignorance.
The main areas of work of a teacher-psychologist have been described above. Recall that among them there are correctional, and developing, and socio-pedagogical, and managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual corrective or developmental work is better performed by introverts(people who are characterized by self-centeredness), and for cultural and educational or socio-pedagogical work, the opposite quality is often required - extraversion(outward-facing), A competent person owns all activities, some at a high level, others at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).
4. The principle of competence assumes that the educational psychologist will apply psychodiagnostic techniques or consultative techniques only after a preliminary check. Not all methods "measure" exactly what is indicated in the instructions for them, i.e. it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure a child's level of knowledge in school subjects, so using such a technique, one can only tell at what level the child has mastered the school curriculum, and not what his level of intelligence is.
Not all methods and tests are psychometrically tested. In order to prove that the technique measures precisely this quality (for example, intelligence quotient, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is called psychometric (the word is derived from two Latin roots: "psyche" - soul and "metros" - to measure). Psychometric verification shows how stable the results of the methodology are against the action of extraneous factors (for example, how much the result of the test for diagnosing attention depends on the fatigue of the person at the time of testing), how accurate the measurements are, for which groups of people the method is intended, how stable its results are when repeated, whether the result obtained during the re-conduct will depend on random factors or whether it will show the progress of a person in the development of this quality, and a number of other indicators. Since these measurements are complex and require a large number of subjects and a long time, not all teachers carry them out. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or if there is no such manual, it is advisable to replace the methodology with another, more reliable one, or conduct the test yourself.
The same applies to counseling techniques and methods that help to solve the problem facing the psychologist in one case, and lead him to failure in another. In order to avoid mistakes and failures associated with the incorrect use of methods and methods of work, it is necessary to pre-test them (on yourself, friends, familiar children, etc.).
5. Another result of observing this principle is that the teacher-psychologist is not afraid to make a mistake and quickly corrects the mistakes made. Mistakes are made by all people, even professionally competent ones. But a good specialist differs from a bad one in that, firstly, he notices his mistakes faster, since he uses reflection more often in his work, and, secondly, he will not persist in his mistake and will find ways to correct it, even if it is threatens at some point with a decrease in his authority.
6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates in various situations of communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words to support and encourage , and in order to scold or explain something. His orientation is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by a teacher-psychologist due to the fact that he knows his own characteristics, is confident in himself and knows how to quickly understand communication partners - their manner of speaking, especially temperament and character, communication style, which helps him find convincing arguments for them. . Competence in communication is based on social sensitivity, the general level of a person’s culture, his knowledge of the ideological and moral rules and patterns of social life.
Knowledge of the world cultural heritage (literature, painting, music) helps to form stable moral norms of behavior and attitude towards the world and people, i.e. true competence in communication. In addition, this knowledge helps to quickly understand the individual characteristics of students, and therefore, to find a common language with them, observing the norms of behavior. The teacher-psychologist should be aware of modern ideological trends and the moral code of the society in which he lives, and of world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students in solving worldview issues and thereby gain strong authority and respect. With their sides. Social life includes not only the structure of national and local (regional, city) authorities, although the knowledge of their foundations by a psychologist is also important, but also the peculiarities of relationships in various social strata and groups (in production teams, families, between relatives, friends, in service, leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also be of great help.
Both general and communicative competence can increase with the accumulation of experience and can decrease if a person has stopped in his development and uses only previously accumulated knowledge and ideas.
