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PENZA STATE PEDAGOGICAL UNIVERSITY named after V. G. BELINSKY SOCIAL SCIENCES № 24 2011
PENZENSKOGO GOSUDARSTVENNOGO PEDAGOGICHESKOGO UNIVERSITETA imeni V. G. BELINSKOGO PUBLIC SCIENCES № 24 2011
THE ESSENCE OF THE CONCEPT "PROFESSIONAL DEVELOPMENT OF A PERSON"
IN MODERN KNOWLEDGE
L. Yu. BOLIKOVA* and Yu. A. SHURYGINA**
Penza State Pedagogical University. V. G. Belinsky,
*Department of Pedagogy **Department of German Language and Methods of Teaching German Language e-mail: [email protected], [email protected]
Bolikova L. Yu., Shurygina Yu. A. - The essence of the concept of "professional development of personality" in modern knowledge V. G. Belinsky. 2011. No. 24. S. 573-575. - Based on the material of psychological and pedagogical sources, the question of the definition of the concept of "professional development of the personality" is considered. It is shown that professional development is determined by the stage of professionalization. It is concluded that professional development can be viewed as a progressive, step-by-step process of personality transformation, accompanied by the formation and development of stable qualities and properties based on the acquisition of professional knowledge, skills and abilities through its self-actualization and self-realization in professional activities.
Key words: professional development of personality, transformation of personality, professionalization.
Bolikova L. Ju., Shurygina J. A. - The essence of a term "personal professional formation" in modern knowledge // Izv. penz. gos. teacher. univ. im.i V. G. Belinsky. 2011. No. 24. P. 573-575. - The authors of the article touch upon one of the most important issues of modern society, concerned with a person professional formation. The authors study the term "personal professional formation" in psycho-pedagogical sources. It is provided that professional formation is determined by the stage of professionalization. The authors come to the conclusion that personal professional formation is a progressive, phased process of personal transformation that is following with formation and development of constant characteristics by means of getting professional knowledge, skills and abilities through self-actualization and self-realization in professional activity. Key words: personal professional formation, professionalization, personal transformation.
Numerous psychological and pedagogical studies are devoted to identifying the relationship and interdependence of the processes of personality development and the formation of a professional (Basov M. Ya., Borisova E. M., Loginova G. P., Markova A. K., Mitina L. M., Rogov E. I., Smirnov I.P. and others). The problems of forming the personality of a professional are also reflected in the studies of E. A. Klimov, T. V. Kudryavtsev, Yu. P. Povarenkov and others.
These authors argue that professional activity affects the system of personality relationships and its way of life. For the vast majority of people, according to E. M. Borisova, this type of activity provides an opportunity to satisfy the whole gamut of their needs, reveal their abilities, assert themselves as a person, achieve a certain social status, etc. In the process of personal and professional development, change in life and professional plans, social situation of development, leading activities, personality as a whole.
Questions of the professional development of the individual are considered in the pedagogy of vocational education, in the psychology of labor, the psychology of vocational training and education, vocational guidance, etc.
The formation of a person as a subject of labor, his transformation into a professional in the process of vocational training, consideration of the conditions of this process are presented in the works of V. A. Bodrov, E. L. Golubeva, K. M. Gurevich, E. F. Zeer, P. A. Klimov,
N. V. Kuzmina, V. S. Merlina, K. K. Platonova, V. D. Shadrikova, M. R. Shchukina, etc.
Numerous studies devoted to the formation of a professional determine the plurality of ideas about this process. In our opinion, the main way to obtain a generalized idea of the professional development of a person is to consider and integrate the many definitions of this process.
T. V. Kiseleva defines professional development as “the degree of development of one’s own
Izvestiya PSPU them. V. G. Belinsky ♦ Social sciences ♦ № 24 2011
knowledge and skills of a person to perform certain work and public recognition in the process of mastering social space” .
According to E. F. Zeer, professional development is “a process of development and self-development of a person, mastering and self-designing professionally oriented activities, determining one’s place in the world of professions, realizing oneself in a profession and self-actualizing one’s potential to achieve the heights of professionalism, the process of raising the level and improving the structure of professional orientation, professional competence, socially and professionally important qualities and professionally significant psycho-physiological properties through the resolution of contradictions between the current level of their development, the social situation and developing leading activities.
B. P. Nevzorov defines professional development as “the formation of professional self-determination in a specific professional area, depending on the degree of consistency of a person’s psychological capabilities with the content and requirements of professional activity, as well as the formation of an individual’s ability to adapt to changing socio-economic conditions in connection with the organization of his professional career » .
Ryabokon E. A. considers professional development as “a special case of human development in the course of the entire life path, which is determined by the stage of professionalization. This is a step-by-step, dynamic and controlled process of entering the profession, during which qualitative transformations of the personality take place, leading to the development and change of personal and professional qualities, the formation of a positive attitude towards the profession and the acquisition of professional knowledge and skills.
V. D. Simonenko defines professional development as "the process of personality change under the influence of the socio-professional situation, professional activity and one's own activity aimed at self-realization in work" .
The analysis of the above definitions made it possible to consider professional development as a process of personality change, transformation of its personal and professional qualities. Consideration of the professional development of a person as a process allows us to identify its constituent structural components and arrange them in a logical sequence:
Formation of a positive attitude towards the chosen profession, determination of one's place in the world of professions (E. F. Zeer, Ryabokon E. A.);
Identification of the psychological capabilities of the individual, their correlation with the content and requirements of the future profession (E. F. Zeer, B. P. Nevzorov);
Mastery of knowledge, formation of skills and abilities of professional activity (T. V. Kiseleva, Ryabokon E. A.);
Mastering professionally oriented activities (E. F. Zeer);
Realization of oneself in the profession, self-actualization and self-realization of personal potential (E.F. Zeer, V.D. Simonenko);
The ability to adapt to changing conditions in the process of professional activity (B.P. Nevzorov);
Achieving public recognition in the process of developing social space (T. V. Kiseleva).
The identified structural components make it possible to identify the essential characteristics of the professional development of a person:
Positive attitude towards the chosen profession, determination of one's place in the world of professions;
Psychological capabilities of the individual, correlated with the content and requirements of the future profession;
Knowledge, skills and abilities of professional activity;
Success in mastering professionally oriented activities;
Self-actualization and self-realization of personal potential in the profession;
Adaptation to changing conditions in the process of professional activity;
Public recognition in the process of development of social space.
Consideration of the issues of the professional development of the personality in the psychological and pedagogical literature also revealed the ambiguity in determining the stages of the professional development of the personality.
A. B. Kaganov considers professional development as a successive passage of successive stages within the framework of university education (transitional, accumulative and defining), which, in turn, ends at the fourth stage, during the period of work in a particular production in the chosen type of activity. .
According to T. V. Kudryavtsev, professional development is not a short-term act, covering only the period of study at a university, but is a long, dynamic, multi-level process consisting of four main stages: the emergence and formation of professional intentions; purposeful preparation for the chosen professional activity; the process of entering the profession; realization of personality in independent professional work. The transition to each subsequent stage is laid in the course of the previous one and is accompanied by the emergence of a number of contradictions and crisis situations in the subject.
The stages of becoming a professional, formulated by A. A. Derkach, are also characterized by the formation of intentions (the establishment of a person’s attitude to the profession), professional training, professional adaptation; gaining integrity (the stage of a stable functioning specialist, the stage of an innovator specialist).
PEDAGOGICAL SCIENCES >
E. F. Zeer, on the basis of the social situation and the level of implementation of the leading activity, identifies the following stages of professional development: professional self-determination (senior school age), professional self-identification (years of professional education), deobjectification of professional activity (the period of acquiring professional experience), objectification of professional activity ( direct professional activity).
E. A. Klimov reveals the phases of the optant, adept, adaptant, internal, mastery, authority, mentoring, which are the stages of the life path of a professional. The phase of the optant, optation is the period when a person becomes preoccupied with the choice of a profession or its forced change and makes this choice. The adept phase is a preparation that brings together all categories of starting professionals. Adept - a person who has embarked on the path of commitment to the profession and is mastering it. The adaptation phase is the period of getting used to the work of a young specialist. A young specialist adapts to the norms of the team he finds himself in, gets used to solving various professional tasks. An internal is already an experienced worker who steadily loves his job, can independently cope with the main professional functions. In the mastery phase, an employee can solve both simple and the most difficult professional tasks. He is distinguished either by some special qualities, skills or universalism, a broad orientation in the professional field, or both. He has his own individual, unique style of activity, his results are consistently good. Usually he already has some formal indicators of his qualifications (rank, category, title). The prestige phase also stacks with the next one. An authority is a master of his craft, already well known, at least in professional circles or even outside it (in the industry, at the intersectoral level, in the country). Depending on the forms of attestation of workers accepted in a given profession, he has certain formal indicators of qualification (rank, category, academic degree, etc.). He solves professional problems due to his great experience, skill, ability to organize his work, surround himself with assistants. A mentor in the broadest sense of the word is a person from whom colleagues are ready to learn and learn from experience. An authoritative master of his craft in any profession "acquires" like-minded people, students, followers.
Thus, significant differences were revealed in determining the number of stages in the process of professional development of a person, their duration, content.
A number of scientists consider the professional development of a person as a phased process:
1. Limited by the framework of university education and lasting, respectively, 5 years (Kaganov A. B.);
2. Covering a long period of human life, i.e. 30-40 years (Derkach A. A., Zeer E. F., Kudryavtsev T. V., Ryabokon E. A., Simonenko V. D., etc.) ;
3. Covering a long period of a person's life, but recurring, if a professional partially loses his ability to work, finds himself without a job, is forced to change his profession (Klimov E. A.). The calendar age in this case can be any in the working capacity interval.
The professional development of a person is also presented in the literature as a stage of professional functioning (L. M. Mitina), following the stage of professional adaptation and preceding the stage of professional stagnation.
Kiseleva T.V., Nevzorov B.P. suggest considering professional development not as a process, but as a result, that is, the formation of certain abilities and qualities in a person.
Based on the points of view proposed above, we consider it possible to present the stages of professional development of a person in a generalized version as follows:
1. Formation of professional intentions;
2. Professional training;
3. Adaptation to professional activity;
4. Implementation of independent professional activities.
Thus, the professional development of a personality is a progressive, step-by-step process of personality transformation, accompanied by the formation and development of stable qualities and properties based on mastering professional knowledge, skills and abilities through its self-actualization and self-realization in professional activities.
BIBLIOGRAPHY
1. Bulgakova E.V. Professional development of students in the process of humanitarian training. Dis. ... cand. ped. Sciences. M., 2005.
2. Derkach A.A. Acmeology: personal and professional development of a person. Acmeological bases of management activity. Book. 2. M., 2000. 536 p.
3. Zagvyazinsky V. I., Atakhanov R. A. Methodology and methods of psychological and pedagogical research. M.: Academy, 2003.
4. Zeer E. F. Psychology of professions. Moscow: Academic Project; Yekaterinburg: Delovaya kniga, 2003. 336 p.
5. Kaganov A.B. Birth of a specialist: professional development of a student. Minsk: Publishing House of BSU, 1983. 111 p.
6. Kiseleva T.V. Professional development of a teacher in an innovative educational environment of a general education school. Dis. ... cand. ped. Sciences. M., 2003.
7. Klimov E.A. Introduction to the psychology of work. M., 1998.
8. Mitina L.M. Psychology of work and professional development of the teacher. M.: Academy, 2004. 320 p.
9. Nevzorov V.P. Professional development of a teacher in the system of multilevel university education in the region. Dis. ... cand. ped. Sciences. M., 2003.
10. General and professional pedagogy / Ed.
V.D. Simonenko. M.: Ventana-Graf, 2006. 368 p.
11. Psychological foundations of vocational training / Ed. T.V. Kudryavtsev. Moscow: Pedagogy, 1988. 142 p.
A.V. Kabanova
FACTORS OF PROFESSIONAL DEVELOPMENT OF PERSONALITY
The article considers the factors influencing the efficiency of each individual stage of professional development. Particular attention is paid to the stage of university education.
Key words: personality, professional development, university education.
THE FACTORS OF THE PERSONALITY PROFESSIONAL FORMATION
The factors influencing the passingefficiency of professional formation at each separate stage are considered in the article. The special attention is given to the stage of higher education institutiontraining.
Key words: personality, professional formation, training in the institute of higher education.
Professional development is a long process, at each stage of which it is possible to identify factors that affect its features. A pedagogical factor is any pedagogical phenomenon that has become the driving force of another phenomenon.
In the pedagogical literature, single factors are singled out, which form general factors. The general factor consists of a significant number of productogenic causes and may contain didactic factors. In turn, the combination of common factors and productogenic causes forms complex factors. There are also general factors that include productogenic causes of a certain group, previously reduced to complex factors. Factors that are characterized by "uniqueness", a feature, and which are not reducible to any one productogenic reason, are called specific.
Since the professional development of a person is closely related to its development, therefore, general development factors are important for the formation of a professional personality.
The main factors of development are biological and social. The biological factors influencing the development and formation of personality include heredity. Heredity refers to the transmission from parents to children of certain qualities and characteristics. Heredity affects the upbringing of the child in the family, school, and then in the workforce.
The environment is one of the social factors in the formation of a personality. The environment is the reality, the conditions in which human development takes place. It is under the influence of the environment that a person becomes a family man, a citizen and a professional worker. Based on this, the following factors of professional development can be distinguished:
1) social: public relations; material and technical base; ideology and morality; living conditions, etc.
2) socio-psychological: features of the organization of studies; socio-psychological climate in the team, etc.
3) individual: motivation; professional readiness; degree of personal activity, etc.
Since two components can be distinguished in professional development - formation
personal and status formation (external), then the factors of professional development can be divided into two groups:
Factors influencing the development of professionalism in personal terms;
Factors influencing the external side of a person's professional growth.
The first group of professional development factors includes personal characteristics and the desire to develop; way of entering the profession; length of stay in professional activity, i.e. experience.
Factors influencing the external side of a person's professional growth can be divided into three groups: individual characteristics of a person; the need of society for certain specialties, the demand for people of certain professions and a certain level of qualification; immediate opportunities (i.e. resources that a person has when choosing his profession).
There are three stages in the professional development of a person: pre-university, university and postgraduate. The effectiveness of each subsequent stage depends on the effectiveness of the previous one, therefore, in our study, it was important to determine the factors influencing the process of professional development at the pre-university stage.
In general, the pre-university stage of professional development is aimed at organizing the process of labor training of schoolchildren, as a result of which the skills of labor activity are formed and the labor formation of the personality takes place.
The labor formation of a person is a process of positive development of forces and abilities that determine the effectiveness of human activity.
The factors of the labor formation of the personality include the age-related opportunities for the labor activity of children; natural possibilities of man; student's own work experience; needs and associated value orientations of the individual.
The result of the labor formation of schoolchildren affects the choice of profession, i.e. determines the motives that are decisive in this process. The choice of a profession in accordance with one or another motive (i.e. for what) largely determines the motives of learning, and therefore affects the entire process of professional development.
Distinguish between intrinsic and extrinsic motivation. With internal motivation, activity for the individual is significant in itself, but if the external attributes of the profession are significant (prestige, recognition in society, etc.), then external motivation takes place. Based on this, the motives for choosing a profession are divided into external (positive and negative) and internal (socially significant and individually significant).
The survey we conducted made it possible to determine the hierarchy of motives for choosing a profession among school graduates (122 people).
For school graduates, the first place among individual motives for choosing a profession is the correspondence of the profession to the abilities of schoolchildren (22.7%). 21.4% of all respondents chose a profession because it contributes to their mental and physical development.
Socially significant motives determine the desire of the student through the chosen profession to receive recognition, worthy remuneration for their work, the desire to establish themselves in society, to assert their social status. Respondents noted that the main social motive for choosing a profession is that the chosen profession provides an opportunity for the growth of professional skills (21.9%) and the opportunity to benefit people (20.2%).
External motives for choosing a profession come from teachers, parents, class, society as a whole. But these motives can be both positive and negative. Negative motives are manifested in the fact that when choosing a profession, graduates rely on the prestige of the profession in society (28.0%), and not on the presence of personal qualities corresponding to this profession.
Among the positive motives for choosing a profession, the opportunity to use professional skills outside of work dominates (24.0%). This can be explained by the fact that when choosing a profession, high school students do not exclude the possibility of a side job. This will not only improve the financial situation, but also expand the scope of professional activity, as well as acquire additional skills and abilities.
Making a professional choice, schoolchildren are guided by those professions in which the intellectual basis is knowledge of their favorite school subject (21.0%).
Based on the data obtained, the following conclusion can be drawn. The chosen profession will satisfy the needs and demands of school graduates when it corresponds to the abilities of schoolchildren, their mental and physical development, and will provide an opportunity for the growth of professional skills. And also the chosen profession should be prestigious and attractive, allowing to use professional skills outside of work.
The readiness of schoolchildren to choose a profession is of considerable importance for the process of professional development of an individual. At the pre-university stage, it can be considered the result of the process of professional development. At the university stage, readiness acts as a factor in the professional development of the individual. In this regard, there is a need to consider in more detail the factors of professional development of students.
In the dissertation research L.I. Shumskaya formulated the key internal and external factors of personal and professional development of students:
The orientation of the student's personality, reflecting his internal position in relation to external social influence;
The socializing influence of the personality and activity of a university teacher;
Influence of the social microenvironment of interaction;
Socializing potential of cooperation, collective interaction of subjects of the educational process.
All the factors that influence the process of professional development at the stage of studying at a university, A.B. Kaganov conditionally divided into several groups:
1) factors of an objective biographical nature (marital status; type of educational institution, the end of which preceded admission to a university; a break in studies, etc.);
2) factors that characterize the student's social activity (degree of consciousness, moral responsibility to the state, university, family; fulfillment of public assignments in a group, at a faculty, at an institute; student participation in the work of scientific circles; systematic sports, amateur art activities);
3) factors that characterize the readiness of a student to study at a university (general education, general cultural development; career orientation; availability of independent work skills; psychological readiness for learning activities; awareness of the goals and objectives of education);
4) factors that determine the moral and psychological state of the student (state of health; living conditions; material security; motives for entering the university; adaptive abilities; the influence of the information sphere of education; relationships in the student group);
5) factors of an objective didactic nature (changes in the forms and methods of teaching; methodological training of teachers; the content of the course "Introduction to the specialty" and the methodological level of its teaching);
6) factors of control over the activities of junior students (the influence of the curator of the group; control over educational activities by parents; work of the dean's office with students).
Based on this classification, we identified the factors that influence the process of professional development of a person at the stage of studying at a university.
At the transitional stage of students' professional development (NR semester), such factors as:
Motives for choosing an educational institution of an agricultural profile;
Type of educational institution, the end of which preceded admission to the university;
The student's position in the peer group.
The main factor at the accumulative stage (IV-VI semester) of professional development is the attitude of students to the educational process at the university.
At the defining stage of professional development (semester VII-X), among the factors that have the greatest influence on this process, the following can be distinguished:
The type of activity that students would like to do after graduation;
The desire to work in the specialty after graduation from the university.
We also identified three factors that can have both a positive and a negative impact on the process of professional development of students at any stage. We included these factors:
Health status;
Studying at a university is the second stage in the professional development of a person. This is the time when the formation of professionally important qualities takes place. The result of this stage affects the entire subsequent process of professional development. To identify the factors influencing the process of professional development of a person, we conducted a pilot study in which 1st, 3rd and 5th year students of all faculties of the Kemerovo State Agricultural Institute took part. Due to the fact that the survey has been conducted since 2005, the publication presents the average values for various indicators of the study.
When studying the factors of the transitional stage of professional development, we identified various motives for choosing an educational institution of an agricultural profile. These include: the presence of interest in the profession, the opportunity to realize their professional abilities, the opportunity to do research and study a favorite subject, the need for higher education, parental advice, random choice.
A large number of students (34.1%) chose this university only because they simply need to get a higher education and for them it is practically unimportant what specialty they will receive in the end. In second place is the presence of interest in the profession (21.4%).
The remaining motives were arranged in the following order: random choice - 11.8%, advised by parents - 9.3, there is an opportunity to study a favorite subject - 9.0, there is an opportunity to realize one's professional abilities - 7.1, there is an opportunity to engage in scientific work
4.4, other reasons - 2.9%.
The position of students in the peer group, at first glance, does not have a special impact on the professional development of the individual. However, the survey and interviews showed that this factor has a great influence on the process under study. Under the position of students in a group, we understand the psychological climate of the team, the characteristics of relationships in the group.
Most of the students surveyed (37.5%) are completely satisfied with their position in the group. In the student environment, they feel comfortable, which affects their attitude to the learning process. The positive psychological climate of the team creates the conditions for a favorable course of the process of professional development, since in such a group the student feels secure, he is not distracted by the correction of relationships in the group.
The next factor in professional development at the transitional stage is the type of educational institution, the end of which preceded admission to a university.
61.7% of the students surveyed are graduates of rural schools and they know the real state of affairs in rural areas. Therefore, they have an idea about those personal qualities and knowledge that they will need in their future professional activities, and therefore, this will positively affect the process of their professional development.
Studying the factors that influence the cumulative stage of the professional development of a person, we found that 41.7% of students do not prepare for classes regularly. This, in turn, affects the quality of the knowledge, skills and abilities acquired by them, the formation of professionally important personality traits and, consequently, the process of professional development. In our opinion, this can be avoided if, in the learning process, a variety of methods of checking and controlling knowledge are used, not limited to traditional written or oral answers to the questions asked. This, on the one hand, will increase interest in learning, and on the other hand, it will allow the teacher to cover the maximum number of students in the process of knowledge control.
The process of professional development of a person at the defining stage is greatly influenced by such factors as the desire to work in the specialty and the type of activity that students would like to do after graduation. The effectiveness of professional development directly depends on this.
39.4% of the students surveyed indicated that after graduation they would like to work in their specialty, while 49.1% did not. 11.5% have not yet confirmed their desire to connect their future professional activity with the specialty received at the university. When answering the question: “What activity would you like to do after graduation?” 35.8% of all students surveyed noted that they would like to engage in activities related to agriculture. Further, the respondents point to activities related to production (28.2%). 23.8% of the students surveyed consider it possible to work related to teaching.
We have identified factors that can have both a positive and a negative impact on the process of professional development of students at any stage. We included among them:
Attitude of students to the chosen profession;
Health status;
Satisfaction with living conditions.
Throughout the entire period of study, interest in the chosen profession increases (from 39.1% in the first year to 46.6% in the fifth year), which, consequently, affects the entire process of professional development. This can be explained by the fact that students' views on the chosen profession change during the learning process, there is a reassessment of values in senior years. Therefore, it is necessary to consolidate their interest in their chosen profession as early as possible.
The positive impact of this factor on the process of professional development of students is evidenced by the fact that over the entire period of study, the number of students who are indifferent to their chosen profession is decreasing. So, in the first year, 6.7% of such students were noted, by the fifth year their number decreased by 3.8%. The number of students who could not determine their interest in their chosen profession decreased: in the first year, 8.0% of the students surveyed indicated that they “cannot say” whether they like their chosen profession or not; in the fifth year, only 3.2% of them remained.
Interest in the profession is caused by the fact that it allows you to work with people (27.5%), gives you the opportunity to improve yourself (11.6%) and show creative abilities (10.0%). According to 13.6% of respondents, the chosen profession corresponds to their abilities, while by the fifth year students are strengthened in this opinion. This is indicated by 15.3% of fifth-year students, while in the first year they were noted by 12.1% of the total number of first-year students surveyed.
However, 33.0% of the students surveyed indicated that they did not like low wages in the profession they had chosen. By the fifth year, the number of students who indicate that the chosen profession does not correspond to their abilities increases (from 5.2 to 7.2%). That is, by the end of their studies, students develop an “image of a specialist” in their chosen profession, and therefore they are aware of the presence or absence of their abilities in a particular professional field.
Satisfaction with living conditions has a considerable influence on the process of professional development. The well-equipped life of a student gives him the opportunity to get enough sleep, which affects his well-being; prepare for classes (take notes, write essays and term papers, etc.), etc. In general, the students surveyed indicated that they were satisfied with their living conditions to varying degrees: 30.5% - completely; 30.3% - medium; 28.4% - in general, everything is fine.
From the first to the fifth year, the number of students who are completely dissatisfied with living conditions is almost halved: in the first year they were noted by 13.4%, in the fifth - 7.6%.
The weakened health of students has a negative impact on the process of professional development. Based on the results of the survey, we note that 56.5% of students consider their health to be weakened. They are forced to miss classes for health reasons, this leads to gaps in knowledge and the assimilation of the material is not in full, which complicates the process of their professional development. The data obtained by us are confirmed by the results of the annual medical examination of students.
At the postgraduate stage of professional development, the formation of a professional is completed. Becoming a professional depends on external and internal conditions.
External conditions:
Changes during the life of the profession itself, the requirements of society for it;
Changing the motivational sphere and spiritual values;
Changing the components of professional activity and professional communication (means, conditions and results).
Internal conditions: a change in a person's ideas about the profession, criteria for assessing the profession itself, professionalism in it, as well as criteria for evaluating a professional in himself.
Ignorance of these conditions has a negative impact on young professionals, since changing the demands of society for a profession or specialty requires a change in the nature and content of professional activity. The study of the analyzed factors will allow avoiding mistakes in the process of becoming a professional worker's personality.
Literature
1. Introduction to pedagogical activity: textbook. allowance for universities / A.S. Robotova, T.V. Leontiev, I.G. Shanoshnikova [and others] / ed. A.S. Robotic. - 3rd ed., erased. - M.: Academy, 2006. - 208 p.
2. Kaganov A.B. Birth of a specialist: professional development of a student. - Minsk: BSU Publishing House, 1983. - 111 p.
3. Kochetov A.I. Fundamentals of labor education. - Minsk, 1989. - 223 p.
4. Podlasy I.P. Pedagogy. New course: in 2 books. - M.: VLADOS, 2000. - Book. 1. - 576 p.
5. Psychological and pedagogical dictionary for teachers and heads of educational institutions.
Rostov n / D .: Phoenix, 1998. - 554 p.
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Professional development covers a long period of human life (35 - 40 years). During this time, life and professional plans change, the social situation changes, the personality structure is restructured. Therefore, it becomes necessary to divide this process into periods or stages. In this regard, the question arises about the criteria for identifying stages in the continuous process of professional development.
T. V. Kudryavtsev (1981), one of the first domestic psychologists who deeply studied the problem of the professional development of the individual, chose the attitude of the individual to the profession and the level of performance of activities as criteria for distinguishing stages. He identified four stages:
1) the emergence and formation of professional intentions;
2) and preparation for professional activities;
3) entry into the profession, its active development and finding oneself in the production team;
4) full realization of personality in professional work.
In a later periodization of the life path of a professional, E.A. Klimov offers a more detailed grouping of phases:
option - the period of choosing a profession in an educational and professional institution;
adaptation - entry into the profession and getting used to it;
internal phase - acquisition of professional experience;
craftsmanship - skilled execution;
phase of authority - achievement by a professional of high qualification;
mentorship - the transfer by a professional of his experience.
A.K. Markova, as a criterion for highlighting the stages of becoming a professional, chose the levels of professionalism of the individual. It distinguishes 5 levels and 9 stages:
1) pre-professionalism includes the stage of initial acquaintance with the profession;
2) professionalism consists of three stages: adaptation to the profession, self-actualization in it and free possession of the profession in the form of mastery;
3) superprofessionalism also consists of three stages: fluency in a profession in the form, mastering a number of related professions, creative self-designing oneself as a person;
4) unprofessionalism - the performance of labor according to professionally distorted standards against the background of personality deformation;
5) post-professionalism - completion of professional activity.
Abroad, the periodization of J.Super, who singled out five main stages of professional maturity, has received wide recognition:
1) growth - development of interests, abilities (0-14 years old);
2) research - approbation of one's strengths (14 - 25 years old);
3) approval - vocational education and strengthening of one's position in society (25 - 44 years old);
4) maintenance - creation of a stable professional position (45 - 64 years);
5) decline - a decrease in professional activity (65 years or more) (Mikhailov, 1975).
The next basis for the differentiation of professional development is the leading activity. Its development, improvement of methods of implementation lead to a radical restructuring of the personality. It is obvious that activities carried out at the reproductive level make other demands on the individual than partly search and creative. The psychological organization of the personality of a young specialist who is mastering professional activity, no doubt, differs from the psychological organization of the personality of a professional.
Thus, it is justified to take the social situation and the level of implementation of the leading activity as grounds for distinguishing the stages of the professional development of a person. Consider the influence of these two factors on the professional development of the individual.
1. The beginning of this process is the emergence of professionally oriented interests and inclinations in children under the influence of relatives, teachers, role-playing games and school subjects (0-12 years old).
2. This is followed by the formation of professional intentions, which ends with a conscious, desired, and sometimes forced choice of a profession. This period in the formation of personality is called option. The peculiarity of the social situation of development lies in the fact that boys and girls are at the final stage of childhood - before the start of independent life. The leading activity is educational and professional. Within its framework, cognitive and professional interests are formed, life plans are formed. The professional activity of the individual is aimed at finding his place in the world of professions and is clearly manifested in the decision on the choice of profession.
3. The next stage of formation begins with admission to a vocational educational institution (vocational school, technical school, university). The social situation is characterized by a new personality (student, student), new relationships in the team, greater social independence, political and civil maturity. The leading activity is professional and cognitive, focused on obtaining a specific profession.
4. After graduating from an educational institution, the stage begins. The social situation is changing radically: a new system of relations in a production team of different ages, a different social role, new socio-economic conditions and professional relations. The leading activity becomes professional. However, the level of its implementation, as a rule, is of a normative and reproductive nature.
The professional activity of the individual at this stage increases dramatically. It is aimed at social and professional adaptation - the development of the system, a new social role, the acquisition of professional experience and the independent performance of professional work.
5. As the person masters the profession, he is more and more immersed in the professional environment. The implementation of activities is carried out in relatively stable and optimal ways for the employee. The stabilization of professional activity leads to the formation of a new system of relations of the individual to the surrounding reality and to himself. These changes lead to the formation of a new social situation, and the professional activity itself is characterized by individual personality-conforming technologies of implementation. The stage of primary professionalization and the formation of a specialist begins.
6. Further advanced training, individualization of technologies for performing activities, development of one's own professional position, high quality and productivity of labor lead to the transition of the individual to the second level of professionalization, at which the formation of a professional takes place.
At this stage, professional activity gradually stabilizes, the level of its manifestation is individualized and depends on the psychological characteristics of the individual. But in general, each employee has his own stable and optimal level of professional activity.
7. And only a part of employees with creative potentials, a developed need for self-fulfillment and self-realization, goes to the next stage - professional mastery and the formation of acme professionals. It is characterized by a high creative and personality, a productive level of professional activity. The transition to the stage of mastery changes the social situation, radically changes the nature of the performance of professional activities, dramatically increases the level of professional activity of the individual. Professional activity is manifested in the search for new, more effective ways of performing activities, changing established relationships with the team, trying to overcome, break the traditional methods of management, in dissatisfaction with oneself, in the desire to go beyond oneself. Comprehension of the heights of professionalism (acme) is evidence that the personality has taken place.
The transition from one stage of professional development to another means a change in the social situation of development, a change in the content of the leading activity, the development or assignment of a new social role, professional behavior and, of course, personality restructuring. All these changes cannot but cause mental tension of the individual. The transition from one stage to another gives rise to subjective and objective difficulties, interpersonal and. It can be argued that the change of stages initiates normative crises of the professional development of the individual.
Stages of professional development
Professional development of personality
1. Are there among your comrades those of whom you could say with confidence - he can make a good engineer, a good teacher, a diplomat, a tradesman?
2. What do you think is self-awareness? Understanding another? Formation of the image ʼʼЯʼʼ? Education? Strive for objectivity?
In the process of professional activity, the professional development of the individual takes place.
Professional development is, on the one hand, the process of forming attitudes towards the profession, the degree of emotional and personal involvement in it, on the other hand, the accumulation of experience in practical activities, professional improvement and the acquisition of mastery.
In the process of professional development, the following stages can be distinguished: the formation of professional intentions, vocational training, entry into the profession, partial or full implementation in independent labor activity. The results of each stage of professional development are, respectively, the choice of a profession, professional competence (learning, skill), professional skills and creativity. These stages can be represented graphically (see graph).
Let us briefly characterize the stages of professional development.
The choice of a profession in accordance with one's abilities and possibilities (professional self-determination) must be made by the time of graduation from a general education school. A school graduate further acquires vocational education - vocational training. And already in the process of professional activity, professional competence is formed. The term ʼʼcompetentʼʼ in the dictionary of S.I. Ozhegov is interpreted as ʼʼknowledgeable, knowledgeable, authoritative in any areaʼʼ.
Professional competence is commonly understood as a deep knowledge of the matter and fluency in the content of professional work, as well as awareness of the compliance of this work with one's capabilities. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, professional competence includes professional training, skill and upbringing, adequate self-esteem. Professional competence depends on many factors. One of them is the level of theoretical and practical training, as well as technological culture, achieved incl. and during school years.
The next step in the professional development of a person is professional mastery, which is the highest level of mastery of professional activity. Professional skill is not limited to professional knowledge, skills and abilities. The process of mastering the skill is at the same time the process of shaping the personality of a person, his interests, moral values and ideals.
Professional excellence is due to the following personal qualities:
□ professional knowledge and skills that ensure the successful completion of complex work activities;
□ high level of general and technological culture;
□ professional mobility;
□ professional independence;
□ desire for self-improvement;
□ creative approach to work.
Climbing to mastery is a complex and lengthy process. A lot of time and effort will be required for a person to reach the heights in professional activity. But, unfortunately, there are people who are ʼʼsatisfied with littleʼʼ, simply fulfill their functional duties, not striving to achieve high professional results. The reasons for this are different. Among them are unsuccessful professional self-determination, lack of professional knowledge and skills (low level of competence), etc.
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It must be remembered that the potential of a person is great and everyone can become a master of his craft.
The quality of professional skill implies an element of professional creativity.
Professional creativity is the creation by a person of a new, original product in the course of professional activity.
Creativity in professional activity can contribute to the development of both the process of activity itself and its content. Any creative activity, incl. professional, - the creation of objectively and subjectively new.
Professional creativity, as a rule, begins with the creation of a subjectively new. Professional creativity is most clearly manifested in invention and rationalization. All the benefits of our civilization, without which humanity cannot imagine its existence, are created on the basis of technologies and technical means that were invented by creative people.
It was once believed that creativity, invention is the lot of the elite, marked by talents from birth. Millions of inventors and innovators are now known, who, as a result of a deep study of their specialty, developed their creative abilities and became the "engines of progress" of their time.
It is difficult for a modern person to imagine that almost the entire artificial objective world surrounding him today, which has become simple and familiar, was considered fantastic only 150-200 years ago. This applies to electricity and photography, sound and image transmission, cars and aircraft, and much more.
ʼʼImpossibleʼʼ - this psychological barrier arises in the mind of the inventor when he retreats from the task that recognized authorities tried before him, but could not solve. The ascent to creativity in any profession begins first of all with overcoming this barrier of ʼʼimpossibility and overpoweringʼʼ.
We must not forget that each person has a fantasy, imagination, the ability to create ideas and mental situations that do not exist in reality. And often the most daring projects were born from the words ʼʼas in a fairy taleʼʼ.
The ʼʼHyperboloid of engineer Garinʼʼ was A.N.'s fantasy for a short time. Tolstoy. The authors of the laser are A.G. Basov and A.M. Prokhorov made fantasy a reality. It is important to understand that developing the ability to be creative is a feasible and feasible task. Everyone can become a creative person if he strives to create something new, unprecedented for the benefit of other people and himself.
Stages of professional development - concept and types. Classification and features of the category "Stages of professional development" 2017, 2018.
The formation of professional and personal qualities among the employees of the State Fire Service of the Ministry of Emergency Situations of Russia is an important stage on the way to their development as a professional who is able to effectively apply their knowledge in official and extreme fire fighting activities. Thus, the need to develop a model of psychological and pedagogical support for the formation of personal qualities among employees of the State Fire Service of the Ministry of Emergency Situations of Russia at the stage of their professional development in fire departments, consciously dictated by modernity, determines the relevance of this study.
In the course of the preliminary study, the reasons were identified that reduce the effectiveness of the professional development of employees of the State Fire Service of the Ministry of Emergency Situations of Russia in fire departments.
These include:
lack of necessary motivation among employees of the State Fire Service of the Ministry of Emergency Situations to master their professional activities;
the discrepancy between the necessary and existing value orientations for the profession among the predominant number of newly recruited fire department employees of the State Fire Service of the Ministry of Emergency Situations;
declaring the formation of professionally important and personal qualities among employees of the State Fire Service of the Ministry of Emergency Situations during their professional development and the lack of technologies for their development in the educational process of the fire department;
lack of effective methods for modeling professional activities for the formation of fire extinguishing skills, saving people and eliminating emergency situations.
The conducted studies show that without the purposeful formation of professionally important personal qualities among employees of the State Fire Service of the Ministry of Emergency Situations of Russia in fire departments during their professional development, the achievement of the necessary professional knowledge, skills and abilities is slow and clearly insufficient. This is clearly demonstrated by the results of the ascertaining stage of the pedagogical experiment.
From the analysis of the results of this stage of research, the conclusion follows that the majority of respondents are at a low level of formation of professionally important personal qualities, i.e. at a level characterized by the instability of life plans and vaguely expressed professional intention; lack of psychological readiness to change the profile of professional activity and flexible response to the specific conditions of official firefighting activities, lack of a creative, conscious attitude to one's professional activity; insufficient formation of skills to manage oneself, one's internal resources.
The professional knowledge, skills and abilities necessary for the professional activities of employees of the State Fire Service of the Ministry of Emergency Situations of Russia in fire departments need to be specially actively trained, creating certain organizational and pedagogical conditions for these purposes.
Professional development
Traditionally, starting with the fundamental work of F. B. Berezin (1988), psychophysiological and psychological adaptation is considered as a process as a result; at the same time, the indicator of adaptability is the absence of signs of maladaptation.
However, it is worth remembering that the English biologist P. Medawar, Nobel laureate (1960) in physiology or medicine, noted that adaptation is something that the body produces in itself and has the potential to successfully exist in changing conditions .
Probably, this idea allowed modern domestic researchers to consider the adaptation of a personality not only as a process and result, but also as a basis for the formation of mental neoplasms of this personality. The composition of neoplasms included not only the totality of knowledge, skills and abilities acquired and formed by the subject of adaptation, but also a complex system of interpersonal interaction with the professional and social environment. At the same time, it is emphasized that it is neoplasms that are the source of personality development.
We consider it possible to extend this approach to professional adaptation. Here, both constructive qualities (such as professionalism) and destructive ones can act as neoplasms.
Any activity has an impact on a person. Many of its properties turn out to be unclaimed, others that contribute to success are “exploited” for years. Some of them can be transformed into "professionally undesirable" qualities; at the same time, professional accentuations develop - overly pronounced qualities and their combinations that adversely affect activity and behavior.
In the concepts of professional development of the personality of V. A. Bodrov, E. M. Borisova, E. F. Zeer, E. A. Klimov, A. K. Markova, L. V. Mitina, Yu. the process of long-term performance of professional activity.
It is noted that the professional development of the individual is accompanied by personal gains and losses. What is happening is what is called deformations (distortions) and destructions (destructions) - both of the socially approved structure of activity, and of the professional's personality itself. Distortion of the personality of a professional can manifest itself in the occurrence of a syndrome of emotional burnout, which is considered by some authors to be one of the signs of professional deformation.
Previously, “burnout” (as a form of manifestation of a person’s mental ill-being) was usually considered in the context of professional work (T. V. Furmanyuk, 1994; A. V. Osnitsky, 1999; N. N. Vodopyanova, 2000), and professional deformation in the context of behavior a person outside of work (R. M. Granovskaya).
When people talk about professional deformation, they traditionally mean the phenomenon of the spread of habitual role behavior (as a result of many years of practice) of a specialist in non-professional spheres. Then, after a person leaves a professional situation, his natural “correction” does not occur, therefore, even in his personal life, a person continues to bear the “deforming imprint” of his profession. At the same time, professional deformations are considered as manifestations of maladjustment of the personality of a specialist. Deformations of the personality in the process of mastering a profession are less studied; Only in recent years have there been publications of research in this direction. However, the task of developing specific mechanisms for a constructive, "non-deforming" construction of a person's professional trajectory has not yet been solved.
In the process of long-term performance of professional work, all levels of a professional person (as an individual, personality, subject of activity and individuality) undergo changes.
These changes will manifest themselves in a variety of situations:
in behavior (when entering the process of activity and when leaving it), in the activity itself, as well as in professional and non-professional communication.
To the greatest extent, the manifestation of professional deformation is expressed in the "man-man" system.
In the scientific literature, two types of professional deformation are considered: personality deformation and deformation of activity and labor behavior. Here one can notice an analogy with the division of professionalism (according to N.V. Kuzmina) into professionalism of activity and professionalism of the individual.
The identification of two sides in the problem of professional deformation - activity and personal, allows not to treat the phenomenon under consideration as a fatal result.
The identification of personality deformation (as a “diagnosis”) in many cases means that a “stigma” is placed on the personality, which by no means contributes to correcting the current situation. The identification of destructive elements and connections in labor behavior accompanying activity allows us to propose a system of influences aimed at correcting deformed behavior and optimizing activity.
S. P. Beznosov uses the concept of “norm” as a basis for classifying professional deformations.
In doing so, he highlights:
a) norms of activity characterizing the goals, methods of activity;
b) norms of professional ethics.
These rules can be formulated very precisely and concretely. It is assumed that by comparing any professional activity and the quality of its performance with these norms, it is possible to identify signs of professional deformation. In relation to these two norms, it is proposed to evaluate the phenomenon of professional deformation of activity and personality.
Since the personality is formed and developed in activity, in a certain sense it is possible to speak of personality as a consequence of the characteristics of activity.
However, the appearance of personality deformations is not an inevitable consequence of working conditions, but is associated with the unconstructiveness of the professional style and role settings, and correction is largely available. The action of risk factors in activity is ambiguous in itself and can (like any stressful impact) lead both to deformations and to an increase in the potentials of perseverance and viability of the individual.
On the other hand, personality characteristics have an impact on the features of the implementation of activities. At the same time, deformations of behavior and activity can be considered as an external manifestation of personality deformations. We consider professional deformation as a "distortion" of the psychological model of activity, or its destructive construction. Professional destruction is understood as changes and destruction of the existing psychological structure of the personality, negatively affecting the results of work and interaction with other participants in this process, as well as the development of the personality itself.
In sociology, the concept of "destruction" is used to denote destruction, violation of the existing structure in a very wide range, often taking various forms: "decomposition" by O. Comte; “social pathology” by P. F. Lilienfeld, “regression” by H. de Greef. Within the framework of the issue under discussion, it is of interest to describe destruction as the exhaustion of internal resources of social mobility, as a crisis of adaptation. In the aspect under consideration, we understand professional destruction as a trigger mechanism leading to a crisis in a person's professional adaptation.
Speaking about the distortion or destructive construction of the model, one cannot help but dwell on the issue of criteria. The question is natural: if we are talking about deviation, or distortion, then with respect to what standard?
Professions are considered by us, on the one hand, as a social institution with a certain potential, on the other hand, as a professional community, which is a self-organizing social system.
In the considered plan, the profession ensures the accumulation, systematization and transfer of professional experience. This generalized and objectified (in the form of instructions, rules, activity algorithms, professional norms, traditions, etc.) professional experience serves as the basis for building an idealized generalized model of the profession and professional activity.
Focusing on the applied tasks of studying the processes of formation of human professionalism, we will use a simplified three-component psychological model of the profession, which includes the following components (or submodels):
1. Model of the professional environment. The professional environment includes the object and subject, labor, means of labor, professional tasks, working conditions, social environment. The system of ideas (images) of a person about the components of the professional environment constitutes an internal, mental model of the professional environment.
2. Model of professional activity (a system of images of human interaction with the professional environment, as well as images of goals, results, ways to achieve them); everything that makes up the conceptual model of activity.
3. The model of the professional person himself (as an individual, personality, subject of activity and individuality), including a system of his properties and relations. First of all, it is a professional self-concept, understood as a relatively stable, more or less conscious system of a person's ideas about himself in a given professional activity and profession. Based on these ideas, he builds his relationships with other people with whom he interacts in the course of his professional activities.
Each of these models is based on some ideas of a person about professional norms, values and generalized goals of professional activity.
The above decomposition of the profession model into separate components, on the one hand, makes it possible to differentiate the personality of a true professional, adequately included in each of these submodels, from an amateur (or from a passive performer) who does not have acquired professional values and motives characteristic of a representative of this professional community. , "mechanically" performing the same professional activity, but in isolation from the professional environment and its inherent professional culture. On the other hand, it allows you to identify the components of signs of a person's maladaptation to certain components of the profession, and hence the factors that affect the spiritual (mental) well-being and professional health of a specialist.
When considering the deformation of activity, we will rely on the psychological macrostructure of activity (“goal - motive - method - result”) proposed by K. K. Platonov. GV Sukhodolsky (1988) introduced the concepts of useful and harmful results. A useful result that satisfies a social or personal need. The result is harmful, preventing the satisfaction of the need or hypertrophying its satisfaction. A harmful outcome is called an "anti-result".
In activity, there is always a procedure for relating with values - the identification of what is most significant for a person. The goal is situational; value is supra-situational. The goal indicates what is not (“image-goal”); value is for what is already there. The goal specifies what will be done "here and now"; value predetermines what should never be done, that is, what can destroy it. A person chooses goals within the framework of value-rational motivation.
If the goal oriented towards obtaining a socially useful result is predetermined by the constructive values of a person, then the goal orienting towards a “harmful” result can be designated as a destructive value. As constructive values, prescribed, socially approved norms, as well as socially approved goals of activity that focus on socially useful results, can act. As destructive values are socially unacceptable or rejected methods and forms of activity, as well as socially unacceptable goals that focus on obtaining a harmful, from the point of view of society, result.
A person's values are largely determined by his dominant orientation. E. Fromm singled out "fruitful" and "unfruitful" orientations of a person. Among the unfruitful orientations, E. Fromm pays considerable attention to the market orientation, which, it must be admitted, has acquired a scale dangerous for society in our country. For a person with a “market orientation”, the ethics of a professional (as a moral norm) is replaced by the ethics of pragmatism. This means that in the conditions of a moral and psychological conflict (competition) between the values of professional morality and the values of benefit, preference is given to the latter, that is, destructive values win.
Deformations of the personal-semantic sphere, which are destructive in nature, can act as a specific mechanism for the psychological protection of the individual from traumatic experiences. However, psychological protection in this case is of a lower, pathological nature, which does not provide the spiritual well-being of a person to the necessary extent. Destruction manifests itself in the distortion of reality, devaluation of the significance of what is happening, inadequate professional self-concept, cynical attitude towards the world, transfer of responsibility or its subjective rejection, flattening of meaning and reducing it to situational goals, centering on momentary benefits. A. Maslow designates deformations of the personal-sense sphere as metapathology, which in turn are the cause of disturbances in the regulation of activity and lead to a “decrease in humanity”.
If the destructive processes under consideration become widespread, and the anti-norm becomes the actual social norm (that, from the point of view of the profession as a social vocation, assignment, is inadequate and immoral), we can already talk about social danger.
conclusions
Based on the foregoing, professionally destructive activity can be considered as an activity aimed at obtaining a harmful result (“anti-result”).
Here we are faced not with the professional incompetence and unprofessionalism of a person, but with the manifestation of “anti-professionalism”. This is the case when a person has the necessary professional knowledge, skills and experience, but focuses on a distorted system of values, or, in other words, on destructive values. He is driven by a destructive orientation, examples of which can be egocentrism, money-grubbing, non-conformism, etc. psychological phenomena.
Accordingly, he sets destructive goals (“anti-goals”) and uses destructive means.
