6.3. Stages of professional formation and development of a teacher-psychologist A teacher-psychologist needs to know his individual characteristics and how they manifest themselves at a certain stage of professional development. This knowledge is needed in order to assess what

Chapter 13 Mind, intelligence, competence The relationship between the concepts of “mind” and “intelligence” The study of various sources in which these concepts are discussed has made it possible to establish certain relationships between them.1. Intelligence is the mind, and the mind is the most important manifestation

CHAPTER 4 PROFESSIONAL TRAINING AND ACTIVITY OF PSYCHOLOGY AND PRACTICAL TEACHER

Recognize Their Authority and Competence Let's say you're trying to convince an uncooperative boss to change his mind on a work issue. He may think that you are challenging his authority and competence. Are you implying that he is in something

CHAPTER I. Theoretical and methodological foundations for studying the influence of reflection on overcoming the professional deformation of a teacher’s personality 1.1 the problem of professional reflection of a teacher in domestic and foreign psychology Development of professional reflection of a teacher in

6.2. Professional competence of police officers Currently, in assessing the work of law enforcement agencies, the problem of professional competence and reliability of employees is brought to the fore. This problem is due to a number of factors that

Universal Competence It is impossible to predict where life experience will lead you. Another example of how a new path opens up for a person only after thoroughly mastering the previous role is the story of Alfred Kinsey, author of the acclaimed book

Competence and Experience Wisdom requires a certain amount of competence and intelligence; we need tools with which we can work, knowledge and skill. However, the source of wisdom is how we use our knowledge and competence. Without knowledge and competence

Ministry of Education of the Republic of Belarus

State Educational Institution "Academy of Postgraduate Education"

Competencies of an educational psychologist

educational institutions

under the scientific editorship of the dean of the faculty of psychology, social and educational work, doctor of psychology. sciences, professor

Reviewer: Head of the Department of Social and Educational Work of the Ministry of Education of the Republic of Belarus

Keywords:

A teacher-psychologist works as part of the socio-pedagogical and psychological service of an educational institution (hereinafter referred to as SPPS). SPPS today is considered as a special formation in an educational institution, promoting a comprehensive solution of modern problems, such as ensuring the protection of the rights and legitimate interests of students, social, pedagogical and psychological support for talented schoolchildren; organization of comprehensive assistance to children in socially dangerous situations who need state protection; participation in preparing schoolchildren for independent and family life, etc.

An educational psychologist is a specialist from among teaching staff , who carries out professional activities aimed at psychological support of the educational process, personal development and ensuring successful socialization, preserving and strengthening the health of students, protecting the rights of children and adolescents, preventing deviations in their development and behavior.

The professional competence of a teacher-psychologist is a complex psychological education that includes a system of activity-role (knowledge, abilities, skills, experience) and personal (professionally important qualities) characteristics.

The basis of competence is a university specialization (for example, “Practical Psychology in Education”), which provides basic knowledge required for all educational psychologists. The formation and development of professional competence and competencies occurs in the processes of continuous professional education and practical activity.

The professional competence of a teacher-psychologist is manifested in activities and can be presented as an integrated structure, including (Koshel N.):

special readiness represented by the special qualifications and functional literacy of a person, his personal competence, social functional literacy (the result of special training at a university, in the processes of postgraduate training and professional activity);

qualifications in activities as the result of mastering the technologies of psychological and pedagogical activity in practice and acquiring the ability to reflect on it;

organizational and operational competence, the ability to transform activities based on the results of its reflexive analysis (the result of mastering the mechanisms of activity development in the process of continuous professional education and practical activities).

Professional competence and professional competencies are complementary and interdependent concepts. Competence is both a range of responsibilities, which is determined by the job description and an area of ​​responsibility, a certain area of ​​authority in which a specialist must demonstrate certain knowledge, skills, professional abilities and professionally important personality qualities.

Professionally important qualities allow a teacher-psychologist to effectively solve problems and solve problems of varying levels of complexity and certainty in the dynamic conditions of professional activity. For successful professional activity, a teacher-psychologist requires fairly stable and adequate self-esteem, a positive outlook on the world, emotional stability, self-esteem and self-confidence (R. Kociunas), as well as stable motivation, responsibility, independence, reflexivity, the ability to analyze, etc. (). The opposite characteristics that are incompatible with the qualities of a psychologist are low ego strength, low intelligence, lack of empathy, inability to solve one’s problems, excessive inhibition, low organization, poor resistance to stress, need for care, and high anxiety. (R. Kociunas). These requirements are absolute, so they can serve as a general guideline.

The competencies proposed below allow the educational psychologist to exert a targeted psychological influence on the activities of the educational institution as a whole and the social and personal development of each student, carry out a reflective assessment of his own practice and the degree of its integration into the educational process, determine the boundaries of his competence and incompetence, and make it possible to design a professional path growth taking into account qualification categories.

The competency-based approach allows you to create a unique professional path that meets the needs of the current stage of development of an educational institution and is aimed not at the process, but at the result.

COMPETENCIES OF A TEACHER-PSYCHOLOGIST

The professional competencies of an educational psychologist are based on general pedagogical competencies:

To perform professional duties in a qualified manner in an educational institution, a teacher-psychologist must possess the following general pedagogical competencies (knowledge):

1. The current state of the education system of the Republic of Belarus.

2. Basic regulatory documents on the organization of the educational process; principles of organizing the educational environment in an educational institution, its constituent elements, and the connections between them.

3. Essences and algorithms of pedagogical technologies and methods: differentiated learning, project method, health-saving technologies, as well as knowledge of pedagogical technologies and methods recognized as priorities for the education system of the Republic of Belarus.

4. The essence of various approaches to education: a person-oriented approach to education, a competency-oriented approach to education, a traditional approach to education, etc.

5. Features of the structure, conduct and construction of a lesson, the ability to conduct and analyze lessons, draw up educational and thematic plans and programs.

6. Knowledge of the main tasks and directions of educational and preventive work of an educational institution, the ability to design and analyze extracurricular educational activities, and provide their psychological support.

General professional (general psychological) competencies

To perform professional duties in a qualified manner, a teacher-psychologist must possess the following general professional (general psychological) competencies and competencies:

1. Possession of general and special psychological culture, including knowledge and understanding of special psychological concepts, theoretical approaches to psychological phenomena and facts, as well as the use of tools and techniques for assessment and correction, formation of values ​​and norms governing professional activity.

2. The ability to plan, design, model, predict one’s own activities, taking into account the tasks facing the education system, educational institution, as well as taking into account the current social situation.

3. Possession of a culture of interpersonal relationships, consisting of communicative competence, the ability to organize joint activities (primarily with a social teacher) and participate in it, establish and develop productive relationships with members of the teaching staff, administration, children and parents.

4. The ability to plan and facilitate the resolution of problem situations related to children, teachers, parents (school and out-of-school environment).

5. Possessing developed skills in consulting with students, teachers and families.

6. Possession of educational skills and abilities, which include the effective use and presentation of information, bringing it to a level of understanding for various audiences.

7. Possession of diagnostic and reflective skills (the ability to analyze the results of one’s own activities and the activities of colleagues, the results of feedback from students and colleagues, the conditions for achieving a goal, etc.).

Special competencies of educational psychologists include :

Psychodiagnostic competencies

These special competencies make it possible to implement such an area of ​​work of a teacher-psychologist as psychological and pedagogical diagnostics.

Target psychological and pedagogical diagnostics in an educational institution - assessment of the individual psychological properties of students’ personality and the characteristics of the development of teams for the organization of subsequent correctional, developmental, and preventive work.

Methods used: psychological tests, projective techniques, questionnaires, observation, psychological conversation (interview).

1. The ability, based on the tasks solved by an educational institution, to highlight the psychological context, i.e., to define psychological tasks within the framework of general ones, to obtain and analyze the necessary information, to formulate general conclusions that have a practical orientation.

2. The ability to solve psychodiagnostic problems in accordance with the work plan of the educational institution, the requests of participants in the educational process, the needs of organizing individual correctional work (formulation of tasks and hypotheses of psychodiagnostic research, selection and justification of a package of psychodiagnostic methods; organization and conduct of research, statistical processing and interpretation of results) .

3. The ability to develop scientifically based and specific recommendations based on the results of psychodiagnostic studies and convey them to respondents in accessible language.

1. The ability, based on the tasks solved by an educational institution, to highlight the psychological context, i.e., to define psychological tasks within the framework of general ones, to obtain and analyze the necessary information, to formulate conclusions and recommendations that have a practical orientation.

2. The ability to solve psychodiagnostic problems in accordance with the work plan of the educational institution, the requests of participants in the educational process, the needs of organizing individual correctional work (formulation of tasks and hypotheses of psychodiagnostic research, selection and justification of a package of psychodiagnostic methods; organization and conduct of research, statistical processing and interpretation of results) .

3. The ability to use observation as one of the most important psychodiagnostic methods in education (set observation tasks, create a scientifically based observation scheme, analyze and interpret observed phenomena).

4. The ability to develop scientifically based and specific recommendations based on the results of psychodiagnostic studies and convey them to respondents in accessible language.

5. The ability to predict the prospects for mental development based on analysis of examination results.

6. The ability to provide advisory assistance to class teachers, subject teachers on the organization of psychological and pedagogical diagnostics, evaluation of results, compliance with psychological and pedagogical recommendations, etc.

7. Ability to develop and test new diagnostic methods and programs.

8. The ability to analyze the received empirical material in the context of general psychological patterns and the structure of human psychological organization.

1. The ability, based on the tasks solved by an educational institution, to highlight the psychological context, i.e., to define psychological tasks within the framework of general ones, to obtain and analyze the necessary information, and to formulate conclusions that have a practical orientation.

2. The ability to solve psychodiagnostic problems in accordance with the work plan of the educational institution, the requests of participants in the educational process, the needs of organizing individual correctional work (formulation of tasks and hypotheses of psychodiagnostic research, selection and justification of a package of psychodiagnostic methods; organization and conduct of research, statistical processing and interpretation of results) .

3. The ability to use observation as one of the most important psychodiagnostic methods in education (set observation tasks, create a scientifically based observation scheme, analyze and interpret observed phenomena).

5. The ability to provide advisory assistance to class teachers, subject teachers on the organization of psychodiagnostic work, evaluation of its results, compliance with psychological and pedagogical recommendations, etc.

6. Ability to develop and test new diagnostic methods and programs.

7. Ability to organize and conduct research activities using experimental psychology methods

8. The ability to analyze the received empirical material in the context of general psychological patterns and the structure of human psychological organization;

9. The ability to predict the prospects for mental development based on analysis of examination results

Psychocorrectional and developmental competencies

These special competencies make it possible to implement such areas of work as psychological correction and developmental work for a teacher-psychologist. .

Target correctional work– correction (adjustment) of personality characteristics and behavior of participants in the educational process, which lead to psychological problems.

Target development work- assistance in solving current problems of development of a particular child, a group of children of a certain age and stage of collective development in the course of joint activities of a child (group of children) and a psychologist.

Forms and methods used: individual work, group work, psychological and pedagogical consultation, psychological classes.

1. The ability to determine specific goals and objectives of psychological correction and psychological development.

2. The ability to conduct individual correctional work with students to regulate their emotional state.

3. The ability to use ready-made correctional and developmental methods and programs.

4. The ability to conduct classes with training elements, including determining the purpose and objectives of the lesson, and reflecting on the results.

5. The ability to develop readiness to choose a profession (conduct an initial diagnosis of professional intentions, make recommendations based on the results of the diagnosis).

2. The ability to set specific, consistent and feasible tasks for psychological correction and developmental work, draw up programs, modify programs during implementation, and reflect on the results.

3. The ability to conduct individual correctional work with students on regulating the emotional state, rehabilitation of the self and the picture of the world, including with children under state protection, in a socially dangerous situation, deprived, gifted, etc.

4. The ability to conduct classes with elements of socio-psychological training, determine the goal and objectives of the lesson, formulate a program, modify the program during implementation, the ability to stay within the goal, reflect on the results of the lesson.

5. The ability to develop readiness to choose a profession (conduct an initial diagnosis of professional intentions, draw up recommendations based on the results of the diagnosis, conduct career guidance classes).

6. Ability to use ready-made correctional and developmental methods and programs.

1. The ability to modify an existing request into a psychological task and determine one’s own responsibility.

2. The ability to set specific, consistent and feasible tasks for psychological correction and psychological development, develop programs, modify programs during implementation, and reflect on the results.

3. The ability to conduct individual correctional work with students, including children under state protection, in a socially dangerous situation, deprived, gifted, etc. to correct (adjust) the student’s personality and behavior that lead to psychological problems.

5. The ability to develop readiness to choose a profession (conduct an initial diagnosis of career intentions, draw up recommendations based on the results of the diagnosis, conduct career guidance classes, develop goal-setting skills, and develop a time perspective).

6. Ability to develop and implement new correctional and developmental methods and programs.

1. The ability to modify an existing request into a psychological task and determine one’s own responsibility.

2. The ability to set specific, consistent and feasible tasks for psychological correction and psychological development, develop programs, modify programs during implementation, and reflect on the results.

3. The ability to draw up programs and conduct individual correctional work with students, including children under state protection, in a socially dangerous situation, deprived, gifted, etc. to correct (adjust) the characteristics of the student’s personality and behavior, which lead to psychological problems.

4. The ability to conduct socio-psychological training as a method of correction and development of social behavior, including determining the goal and objectives of SPT, forming programs, modifying programs during implementation, the ability to stay within the goal, reflecting on the results of SPT.

5. The ability to develop readiness to choose a profession, promote the formation of personal and professional identity.

6. Ability to develop and implement new correctional and developmental methods and programs

Psychoprophylactic competencies

These special competencies make it possible to implement such areas of work of a teacher-psychologist as psychological prevention and psychological education.

The purpose of psychological prevention– implementation of measures aimed at timely prevention of possible violations in the formation and development of the personality of participants in the educational process and interpersonal relationships, assistance in maintaining and strengthening the state of mental balance of students and teachers;

The purpose of psychological education– implementation of activities aimed at disseminating psychological knowledge, increasing the level of awareness of participants in the educational process about psychology and the possibilities of psychological assistance in order to improve the level of their psychological culture and quality of personal life.

Forms and methods used: lectures, conversations, interactive forms of work (business games, debates, discussions, etc.), promotions, theme evenings, KVNs, clubs, etc., as well as forms of visual education, use of Internet resources, websites of educational institutions .

2. The ability to identify relevant topics in preventive and educational work for specific groups of students, teachers, parents, depending on the diagnostic results and the characteristics of the social stage being experienced.

3. The ability to implement value-based activities for specific groups of students, teachers, and parents.

4. The ability to transmit psychological information using traditional forms, to transfer psychological knowledge and skills at an accessible level to various groups of participants in the educational process (providing assistance to families in effectively raising children, creating a favorable psychological climate in groups and teams, etc.).

5. The ability to use various information channels to disseminate psychological knowledge, including wall printing, mass media, communication on the Internet, etc.

1. The ability to organize mass psychoprophylactic work at the primary level, aimed at preventing any possible trouble and ensuring the safety of the mental and psychological health of all children developing in a certain educational environment.

2. The ability to organize psychoprophylactic work at the secondary level, aimed at timely and effective prevention of possible adverse consequences of “crises” in the development of a child.

3. The ability to identify relevant topics in preventive and educational work for specific groups of students, teachers, parents, depending on the diagnostic results and the characteristics of the social stage being experienced.

4. The ability to implement value-based activities for specific groups of students, teachers, parents and analyze effectiveness.

5. The ability to transmit psychological information using traditional and interactive forms, to transfer psychological knowledge and skills at an accessible level to various groups of participants in the educational process (promoting adaptation and preventing maladjustment, providing assistance to families in the effective upbringing of children, creating a favorable psychological climate in groups and teams and so on.).

6. The ability to use various information channels to disseminate psychological knowledge, including wall printing, the media, communication on the Internet, etc.

1. The ability to organize mass psychoprophylactic work at the primary level, aimed at preventing any possible trouble and ensuring the safety of the mental and psychological health of all children developing in a certain educational environment.

7. The ability to use various information channels to disseminate psychological knowledge, including wall printing, the media, communication on the Internet, etc.

1. The ability to organize mass psychoprophylactic work at the primary level, aimed at preventing any possible trouble and ensuring the safety of the mental and psychological health of all children developing in a certain educational environment.

2. The ability to organize psychoprophylactic work at the secondary level, aimed at timely and effective prevention of possible adverse consequences of “crises” in the development of the child and changes in the social situation.

3. The ability to organize tertiary psychoprophylactic work aimed at preventing possible adverse consequences of the child’s individual special development.

4. The ability to identify relevant topics in preventive and educational work for specific groups of students, teachers, parents, depending on the diagnostic results and the characteristics of the social stage being experienced.

5. The ability to implement value-based activities for specific groups of students, teachers, parents and analyze effectiveness.

6. The ability to transmit psychological information using traditional and interactive forms, transfer psychological knowledge and skills at an accessible level to various groups of participants in the educational process (promoting adaptation and preventing maladjustment, providing assistance to families in the effective upbringing of children, creating a favorable psychological climate in groups and teams and so on.).

7. The ability to create and use various information channels for the dissemination of psychological knowledge, including wall printing, mass media, communication on the Internet, etc.

Advisory competencies

These special competencies make it possible to implement such areas of work of a teacher-psychologist as psychological and psychological-pedagogical counseling.

Purpose of psychological counseling− implementation of activities aimed at assisting a participant in the educational process (or group) in resolving psychological problems, including making decisions regarding professional activities.

The purpose of psychological and pedagogical consultation(synonym: developmental psychological counseling) – organization of individual psychological counseling on issues of mental development, education and upbringing of children and adolescents. Psychological and pedagogical counseling is aimed at the practical solution of the most important task of developmental psychology - the task of systematic monitoring of the progress of children's mental development in order to optimize and correct it.

Methods used: rational and explanatory conversation.

1. Ability to conduct psychological and pedagogical consultations.

2. Ability to provide consultation based on diagnostic results.

3. The ability to resolve conflicts in a children's team.

4. Possession of the skills of a psychological consultant, including active listening, sensitivity to changes in client behavior, the ability to give feedback, etc.

1. Ability to conduct individual and group psychological and pedagogical consultations.

2. The ability to conduct individual psychological consultations.

4. Ability to resolve conflicts in children's and teaching teams.

1. Ability to conduct individual and group psychological and pedagogical consultations.

2. Ability to conduct individual psychological consultations.

3. Ability to provide consultation based on diagnostic results.

4. Ability to resolve conflicts in children’s and teaching teams;

5. The ability to provide extreme psychological assistance.

6. Possession of developed skills as a psychological consultant, including active listening, sensitivity to changes in client behavior, the ability to give feedback, etc.

7. Possession of supervisory skills.

Methodological competencies

These special competencies make it possible to implement such areas of work of a teacher-psychologist as methodological activities.

The purpose of methodological work teacher-psychologist - organization of activities aimed at improving the qualifications and professional skills of members of the teaching staff and based on the achievements of psychological science and practice, diagnostic data .

Forms and methods used: accumulation and systematization of psychological and pedagogical literature, teaching materials, individual and group consultations on professional issues.

1. The ability to select psychological methods, techniques, tools for educational programs and plans.

1. The ability to carry out psychological examination of the preparation, adoption and implementation of management decisions.

2. The ability to assess and monitor the socio-psychological climate of classroom groups and the staff of an educational institution.

3. The ability to provide psychological support in the process of organizing effective management communication.

4. The ability to provide psychological assistance in shaping the image of an educational institution.

5. Ability to work with personnel, in competition commissions, job interviews and during certification of teaching staff.

References:

1. Winter culture and social and professional competence of a person // Higher education today. – 2005. – No. 11. – p. 14-20.

2. Kociunas R. Fundamentals of psychological counseling / R. Kociunas. – M.: Academic project, 1999. − 240 p.

3. Koshel competence as a basic category of postgraduate education // Adukatsiya i vyhavanne. − 2005. − No. 9, p.8-15.

Section III. Professional competence of a teacher-psychologist and ethics of the psychological profession Lecture 6. Stages of professional adaptation of a teacher-psychologist

Plan:

1. Qualification requirements and criteria for assessing the activities of a teacher-psychologist

2. Stages of professional adaptation of a teacher-psychologist

1. Qualification requirements and criteria for assessing the activities of a teacher-psychologist

Having begun to perform professional duties after graduation, the educational psychologist begins his ascent to professional mastery. Even with deep and serious university training, a young specialist may encounter unexpected difficulties and problems on his professional path.

The fulfillment of professional duties by a teacher-psychologist requires an adequate level of professional competence, which is based on the development of professionally necessary knowledge and skills, and is based on the experience of successfully applying this knowledge and skills in various problematic situations of professional psychological work.

The professionally required knowledge and skills for an educational psychologist include not only a wide range of theoretical concepts and approaches, professional diagnostic tools, psychological techniques and methods of working with people, but also the psychologist’s orientation in the norms and regulations of his professional activity, functional responsibilities and rights in the workplace . Qualification requirements for the activities of a teacher-psychologist are based on ideas about the basic elements of professional competence for a specific psychological specialty.

Qualification requirements in the field of psychological professions are developed on the basis of the scientific study of professions, systemic ideas about human professional activity as a whole. The requirements for the personality of a psychologist are reflected in the professiogram of this profession. A.K. Markova defines a professiogram as scientifically based norms and requirements of the profession for various types of professional activities and personality traits of a specialist, which allow him to meet the requirements of the profession, obtain the results necessary for society and, at the same time, create conditions for the development of the personality of the worker himself. A professionogram can be called a generalized reference model of a successful specialist. In the works of E.M. Ivanova introduced and substantiated a holistic system for organizing and conducting a comprehensive psychological study of the profession, including the study of external and internal structures of professional activity. One of the key concepts of this approach is the analytical professiogram - a method of systematic analysis of the activities of a professional, ensuring the construction of its psychological structure. Among the many factors that determine the success of an activity, one of the main places is occupied by the subjective image of the various stages and elements of professional work, which should have the properties of adequacy, completeness, and a certain degree of formation. An analytical professiogram allows not only to highlight the professionally important qualities of a specialist in a particular field, but also acts as a model of the psychological structure of a professional’s activity, providing research into the level of formation of a professional and his readiness for specific activities.

The criteria for assessing a professional based on the concept of E.M. Ivanova may include such indicators as success at work, the development of professional self-awareness, satisfaction with work and relationships in the team, and the psychophysiological price of work. Currently, there are criteria for assessing the professional activity of a psychologist that affect all these indicators to varying degrees, but have different degrees of objectivity and regulatory significance. In this regard, the criteria for assessing the activities of a psychologist can be grouped based on the identification of the subject of the assessment activity, that is, on the basis of who makes this assessment.

Standard criteria for assessing the activities of a psychologist are developed by various official bodies, which are in charge of psychological service institutions and workplaces of educational psychologists. The characteristics of the qualification requirements for a psychologist include requirements for the level of education of the psychologist, including postgraduate education and advanced training, work experience in the profession, a description of the knowledge and skills necessary to perform professional duties. The need for knowledge of regulatory documents (basic laws, regulations, instructions, methodological recommendations, etc.), knowledge of new information technologies in the field of one’s professional activity is indicated.

An official assessment of the degree of qualification of a psychologist and his professional activities can only be given by a specialist psychologist (psychologist-methodologist of the department of public education, specialists from faculties, departments and research institutes in the field of psychology, methodological associations of educational psychologists, expert councils of psychological societies and associations). Assessment of the professional qualifications of a practical psychologist includes, as a rule, an analysis of his methodological and theoretical training, assessment of mastery of practical professional methods of work. The qualification commission can give recommendations to the administration of the institution on establishing the qualification category of a psychologist depending on the level of his education, work experience, possession of psychological knowledge and practical methods.

In addition to the normative official criteria, there are other, unofficial approaches to assessing the work of a psychologist in an institution. A psychologist is assessed by the administration and his fellow psychologists not on the basis of job requirements and instructions, but on individual empirical indicators of his activity that are significant for work in this field.

In assessing the activities of a teacher-psychologist, the administration of an institution relies on regulations and indicators, and in the absence of them in the industry to which the organization belongs, it can develop job descriptions and requirements for the work of a psychologist based on general provisions and existing similar documents. However, in addition to the normative criteria, the management of the organization, as a rule, also imposes additional requirements on the educational psychologist. Additional subjective criteria for assessing the activities of a teacher-psychologist on the part of the administration are, first of all, various quantitative indicators of his work, which are reflected in official reports, documented, and have some kind of material expression. In this regard, the administration of the institution pays attention to the following aspects of the work of an educational psychologist:

Compliance of the content of the work of a teacher-psychologist with the plan and future directions of work of the organization, institution in which he works;

Number of psychodiagnostic techniques performed and clients and employees examined;

Various kinds of speeches by a teacher-psychologist before employees of the organization;

Psychological events (trainings, educational sessions) conducted by an educational psychologist, and the number of employees covered by them;

Prepared reports, reports, messages, recommendations, summaries, prospectuses, presentations devoted to important and relevant issues for a given institution, dates, personalities;

Stands, wall newspapers, newsletters and other visual materials designed by a teacher-psychologist.

These criteria characterize the amount of work performed by a teacher-psychologist and, to some extent, reflect the labor contribution and intensity and intensity of the psychologist’s work.

On the part of fellow psychologists, both working in this institution and interacting with the educational psychologist within the professional community, the assessment is carried out primarily based on qualitative features and performance results, such as:

possession of professional skills in practical work with people: valid psychodiagnostic methods, various types of correctional and advisory techniques and techniques, methods of modern training work in various fields;

level of professional theoretical training: availability of basic psychological education; the type of educational institution from which the psychologist graduated and the form of his training (full-time, part-time, correspondence education); special certificates and diplomas of postgraduate retraining and advanced training;

participation in research work: ability to organize and conduct a psychological experiment; knowledge of modern methods of processing the results of psychological research, including statistical ones; number of publications, participation in scientific seminars, conferences, and in the work of scientific psychological societies;

personal professional reputation and fame: reviews from colleagues, clients, administration of the institution where the psychologist works.

Professional psychologists are wary of those of their colleagues who believe that they are specialists in any type of psychological work, master all the necessary psychological techniques, and take on the solution of any psychological problems.

There are also subjective criteria for assessing one’s own professional activity and competence, which are based on the established professional self-awareness and self-concept of a teacher-psychologist, the subjective image of professional work (E.M. Ivanova). First of all, this is an assessment by the psychologist himself of the effectiveness of his own professional solution of psychological problems and the achievement of qualitative changes in correctional and advisory work with people. The criteria for such an assessment are very subjective and changeable, they are difficult to meet, since the results of psychological work may not be directly visible, often they are distant in time. At the same time, psychologists are often unjustifiably critical of themselves and their work. Therefore, an educational psychologist, as a rule, evaluates himself professionally lower than his employees and colleagues evaluate him. For adequate orientation in his professional capabilities and achievements, a teacher-psychologist must constantly maintain contact with the administration and staff of the institution in which he works, enter into the psychological community through participation in various psychological associations, conferences and other events. This allows the psychologist to receive positive feedback regarding his professional activities and achievements.

In the study by M.I. Lukyanova, aimed at identifying criteria for the effectiveness of a school psychologist, it was revealed that the significant criteria for all participants in the educational process (practical school psychologists, educational psychologists of district education departments, heads of education departments and educational institutions) include indicators of a favorable psychological climate in the school (nature of relationships between teachers and students, teachers and parents, emotional well-being of teachers and students, successful adaptation of schoolchildren to the conditions of the educational process, reduction in the number of conflict situations, satisfaction with the course of school life), satisfaction of teachers and students with the results of the psychologist’s activities.

In addition, the assessment of the activity of an educational psychologist depends on what desired model of this activity in relation to the organization is meant by those who make the assessment. On the one hand, a psychologist can be expected to act in accordance with the “psychologist-administrative assistant” model, based on the principles of cognitive and behavioral psychology; on the other hand, the activities of a psychologist may correspond to the “psychologist-psychotherapist” model, which is based on the postulates of humanistic and existential psychology. For each of these models, the success of a psychologist’s work is determined by different criteria. In the first case, the psychologist is, as it were, on the side of the administration, carries out its decisions, and carries out the leadership line in working with people. In the second case, the psychologist is obviously on the side of the client-employees. Thus, if the administration’s and his own ideas about the goals of the psychologist’s activities do not coincide, the psychologist can be assessed, albeit quite objectively within the framework of any model, but one-sidedly. As a result, mutual dissatisfaction, misunderstanding, and contradictions may arise. It should be noted that any organization is interested in psychological work that corresponds to the first of the mentioned models, and the psychologist himself, in most cases, would like to work in line with the second model of psychological assistance. E.I. Vakhromov believes that the described models are not competitive, but mutually complementary. The “psychologist-administration assistant” model can be considered as a basic one, and the “psychologist-psychotherapist” model should be built on top of the basic model as the psychologist accumulates work experience and professional growth.

Course work

Competencies developed by psychologists in the Federal State Educational Standard of Higher Professional Education

Introduction

Main part

Characteristics of competencies

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 the spoken and printed word, when the teacher speaks mainly as an informant and monitor for students. It is obvious that in the light of modern requirements for a graduate, which are formed under the influence of the situation on the labor market and processes such as the acceleration of the pace of development of society and the widespread informatization of the environment, the authoritarian-reproductive education system is outdated. Education focused only on obtaining knowledge now means focusing on the past.

Secondly, in a changing world, the education system must develop new graduate qualities such as initiative, innovation, mobility, flexibility, dynamism and constructiveness. A future professional must have a desire for self-education throughout 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.

Raising such a socially and professionally active personality 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 professional education and life itself, it is necessary to use active teaching methods and 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 competency-based approach in vocational education is not a tribute to the fashion of inventing new words and concepts, but an objective phenomenon in education, brought to life by socio-economic, political, educational and pedagogical prerequisites. First of all, this is the reaction of vocational education to changed socio-economic conditions, to the processes that emerged along with the market economy. The market places a whole layer of new requirements on a modern specialist, which are not sufficiently taken into account or not taken into account at all in specialist training programs. These new requirements, as it turns out, are not strictly connected with one discipline or another; they are of a supra-subject nature and are universal. Their formation requires not so much new content (subject), but rather different pedagogical technologies. Some authors call such requirements basic skills (V.I. Bidenko), others - supra-professional, basic qualifications (A.M. Novikov), and still others - 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) highlight a competency-based approach to education, the main criteria of which are considered to be students’ acquisition of experience of independent activity and personal responsibility.

The concepts of “competency-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 professional education, due to changes occurring in society.

Now large scientific-theoretical and scientific-methodological works have already appeared, which analyze the essence of the competency-based approach and the problems of forming key competencies at different levels of the education system, for example, the works of A.V. Khutorskogo, V.I. Bidenko, V.A. Bolotova, S.A. Druzhilova, E.F. Zeera, I.A. Zimnyaya, V. Landsheer, O.E. Lebedeva, I. Osmolovskaya, A. Petrova, 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 field of training 050400 Psychological and pedagogical education (qualification (degree) “bachelor” )". According to this order, the federal state educational standard came into force on January 1, 2010.

The object of the course work is the Federal State Educational Standard of Higher Professional Education in the field of training 050400 “Psychological and Pedagogical Education” qualification “Bachelor”.

Subject - specific analyzed competencies of the standard: OK-9, OPK-6, PKPP-4, PKSPP-2, PKSP-4, PKD-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”.

Describe each competency analyzed.

Describe the significance of each competency when obtaining education in the “Educational Psychologist” profile.

According to the bachelor's training plan, consider which academic disciplines each competency can be developed in, how many total hours are devoted to studying this discipline.

Reveal the structure of each competency under consideration.

Present the planned levels of competence development - at a threshold level and at an advanced level.

The course work consists of an introduction, six chapters, each of which is devoted to a specific competency, a conclusion and a list of references.

student psychologist general cultural competence

Main part

Characteristics of competencies

The Federal State Educational Standard of Higher Professional Education in the field of training 050400 “Psychological and Pedagogical Education” qualification “Bachelor” stipulates that the graduate must have certain general cultural competencies (GC).

General cultural competence OK-9 stipulates that the graduate is “able to understand the principles of organizing scientific research, methods of achieving and constructing scientific knowledge.”

This competency refers to the ability of students to apply theoretical and experimental research methods to achieve and construct scientific knowledge.

This competency 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 worldview of students;

the requirement to develop among university graduates the ability to work with large flows of information, to apply methods of mathematical processing of information when conducting experimental research;

the need for students to master general scientific methods and research techniques at both the empirical and theoretical levels.

This competence is formed in the process of studying disciplines of cycles B1, B2 and B3:

philosophy;

foreign language;

mathematics;

modern information technologies;

anatomy and age-related physiology;

basics 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 activities;

pedagogy;

organization of children's recreation;

psychological and pedagogical support of developmental educational programs.

That is, the OK-9 competence is formed in students while studying 18 disciplines.

OK-9 competency structure:

Bachelor knows

Basic methods of mathematical information processing;

methods of empirical and theoretical research;

Able to interpret information presented in the form of diagrams, charts, graphs, graphs, formulas, tables;

Use empirical and theoretical research methods; methods for processing experimental data;

Methods of mathematical information processing;

Skills in using empirical and theoretical research methods in research and professional activities.

Planned levels of development of OK-9 competence among university graduates.

Levels of competence development Main features of the level Threshold level - knows methods of mathematical processing of information; - is able to reveal the essence of methods of mathematical information processing; - knows how to interpret information presented in the form of diagrams, diagrams, graphs, graphs, tables - knows methods of theoretical and experimental research; - has experience in using scientific research methods in educational and research activities; - knows methods of processing experimental dataAdvanced level - can justify the use of this method of mathematical processing of information in a specific situation; - knows how to determine the type of mathematical model for solving practical problems, including those from the sphere of professional problems; - knows 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 specific 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 field of training 050400 “Psychological and Pedagogical Education” qualification “Bachelor” stipulates that the graduate must have certain professional competencies common to all types of professional activities (OPC).

The general professional competence of GPC-6 provides that the graduate is able to organize joint activities and interpersonal interaction of subjects of the educational environment.

This competence is understood as: adequate self-esteem, building interpersonal relationships, correlating personal and group values/interests, working in a team, performing certain roles and responsibility for the overall result.

This competency 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 who have the skills to work in a team (help, support, approval of each other’s efforts); possessing the necessary social skills (leadership, communication, conflict management); able to bear 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 educational 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 industrial practice;

final state certification.

That is, the competence of OPK-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”:

Bachelor knows

Basics of organizing work in a team (team work);

Establish and maintain constructive relationships with colleagues, correlate personal and group interests, show tolerance for other views and points of view;

Experience working in a team (in a team), controlling skills (evaluating teamwork, clarifying further actions, etc.).

Planned levels of competence development among university graduates

Levels of competence development 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 working in a team; - understands the need for joint activities in interaction with others; - demonstrates attention and respect for other people. Increased level - able to organize the work of a team (team); - knows how to identify 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 stipulates that a graduate must have professional competencies in activities related to psychological and pedagogical support of preschool, general, additional and vocational education (PCPP).

The competence of PKPP-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 perform professional activities, perform certain roles and responsibility for the overall result, has the motivation to carry out professional activities.

This competency 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 who are able to bear individual responsibility for working in a team.

qualitative and quantitative methods of psychological and educational research;

professional ethics in psychological and pedagogical activities;

psychology of family and family education;

methods of active social and psychological training of children.

That is, the competence of PKPP-4 is formed by studying four disciplines.

The competency structure is “capable of reflecting on the methods and results of one’s professional actions”:

Bachelor knows:

The regulatory framework of modern education related to the responsibility of the teacher in teaching activities;

theoretical foundations of pedagogical activity;

External forms of control, ensuring responsibility for the results of his activities (accountability, punishability, etc.), and internal forms of self-regulation of his activities (sense of responsibility, sense of duty).

Apply general professional knowledge to specific roles;

actualize your potential to achieve positive results in your professional activities.

personal qualities such as responsibility, tolerance, humanity;

methods and techniques for reflecting on one’s teaching activities;

skills of self-monitoring of the results of professional activities from the standpoint of compliance with accepted norms and rules.

Planned levels of development of PKPP-4 competence among university graduates:

Levels of competence development Main features of the level Threshold level knows the regulatory framework of modern education related to the responsibility of the teacher in teaching activities; masters the theoretical foundations of pedagogical activity; knows how to apply general professional knowledge to perform specific roles; knows the methods and techniques of reflection of his teaching activities; knows how to build a strategy of pedagogical behavior in accordance with the situation.Advanced level knows external forms of control that ensure the assignment of responsibility for the results of its activities (accountability, punishability, etc.); is able to demonstrate internal forms of self-regulation of his activities (sense of responsibility, sense of duty). able to demonstrate personal qualities such as responsibility, tolerance, humanity; masters modern pedagogical technologies focused on subject-subject interaction; has the skills of self-monitoring of the results of professional activities from the standpoint of compliance with accepted norms and rules; is able to actualize his potential to achieve positive results in his professional activities.

The federal educational standard stipulates that a graduate must have professional competencies in the field of psychological and pedagogical support for children with disabilities in correctional and inclusive education (PCSE).

The competence of PKSPP-2 is defined as “ready to apply recommended methods and technologies that allow solving diagnostic and correctional-developmental problems.”

This competence is understood as a university graduate’s proficiency in technologies and methods for solving diagnostic, correctional and developmental problems, taking into account the specifics of the field of subject knowledge and the type of educational institution.

This competency 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 activity.

This competence is formed in the process of studying the disciplines of cycle B3:

defectology;

psychology of children with intellectual disabilities;

pathopsychology;

psychological service in education.

That is, this competence is formed by studying four disciplines.

Bachelor knows

The essence of modern methods and technologies, including information ones;

analyze information from the perspective of the problem being studied;

use modern methods and technologies, including information ones, to solve diagnostic, correctional and developmental problems;

Technologies for solving diagnostic and correctional-developmental problems.

Planned levels of development of PKSPP-2 competence among university graduates

Levels of competence development Main features of the level Threshold level - knows the essence of modern methods and technologies, including information ones; - has an idea of ​​the choice of forms, methods and techniques and means of diagnostics and development; - knows how to analyze information from the perspective of the problem being studied; - can develop a lesson plan using a specific technology Advanced level - knows the criteria for assessing the quality of the correctional and developmental process; - knows how to use modern methods and technologies, including information ones; - owns technologies for solving diagnostic and correctional-developmental problems PKSP-4

The federal educational standard stipulates that a graduate must have professional competencies in the field of social and pedagogical activities (PCSP).

The competence of PKSP-4 is defined as “able to participate in the development and implementation of socially valuable student activities, the development of social initiatives, social projects.”

The competence of PKSP-4 is understood as free orientation in the historical and cultural space; determination 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 competency 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 activities;

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 PKSP-4 is formed by studying 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”:

Bachelor knows

current state and development trends of social initiatives;

develop and implement socially significant projects;

experience in using modern technologies in practical socially valuable activities.

Planned levels of development of PKSP-4 competence among university graduates

Levels of competence development 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 activities; - has an idea of ​​the functions and principles of socially valuable activities; - has an idea of ​​the content, forms, methods of socially valuable activities; - knows the areas and subjects of socially valuable activities; - has an understanding of state social policy; - has an idea of ​​the current state and development trends of social technologies; - critically comprehends social theories, concepts, approaches. Advanced level - able to use a variety of methods for assessing the modern social situation; - use various research methods; methods for processing experimental data; - can demonstrate the possibility of different interpretations of the results obtained; - is able to bear responsibility for the results of his actions and the quality of completed tasks; - has management experience in project 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 PKD-6 is defined as “able to interact with families, teachers and psychologists of an educational institution on issues of upbringing, training and development of preschool children.”

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 competency 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 the following skills:

inclusion of families, 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 results;

joint analysis of activities, design of a system of one’s own actions and the actions of colleagues.

This competence is formed in the process of studying the disciplines of cycle B.3:

professional ethics in psychological and pedagogical activities;

psychology of family and family education.

That is, this competence is formed by studying two disciplines.

Competency structure “is able to interact with families, teachers and psychologists of an educational institution on issues of upbringing, training and development of preschool children”:

Bachelor knows

Theory of training and education;

Check and evaluate the level of training, education and development of preschool children;

statistically process data, analyze it, identify dynamics and trends;

predict further developments in the training, development and upbringing of preschool children;

Skills for testing, assessing the level of training, education and development of preschool children;

skills in data processing, analysis, identifying dynamics and trends;

skills of forecasting further developments in the training, development and upbringing of preschool children.

Planned levels of PKD-6 competence development:

Levels of competence development Main features of the level Threshold level - has an understanding of the theory of training and education; - knows how to select methods for checking and assessing the level of training, education and development of preschool children, statistically process and analyze data; - is able to suggest ways to solve the child’s individual life problems. Advanced level - knows the theory of teaching and upbringing; - knows how to apply appropriate methods to check and assess the level of training, development and education of preschool children, statistically process and analyze data; identify dynamics and trends, predict further developments in the education and upbringing of children; - is able to outline and implement effective ways to solve the child’s individual life problems.

Characteristics of the work experience of psychologists

Competence OK-9: “able to understand the principles of organizing scientific research, methods of achieving and constructing scientific knowledge.”

In the article “The Energy of Unification” (“School Psychologist.” 2002. No. 10), educational psychologist Mikhail Troshagin talks about his experience in organizing a scientific research that he conducted in a group of mutual psychological assistance. Quote from the article: “A mutual psychological assistance group is being created at the High Key Secondary School. The group is led by an educational psychologist. Membership in the group is voluntary. The group may include students in grades 8-11 who agree to perform the duties of a group member. A group can work with no less than 8 people and no more than 16 people.” Next, the author describes his scientific research step by step, which culminated in the writing of a dissertation and a PhD in psychological sciences.

Competence of OPK-6: “able to organize joint activities and interpersonal interaction of subjects of the educational environment.”

In the article “Collaboration” (“School Psychologist.” 2003. No. 19), a teacher-psychologist at a school in Svobodny talks about the psychologist’s cooperation with school teachers and administration. Quote from the article: “In order to solve serious school problems of students, I, as an educational psychologist, 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 requires serious pedagogical support: this includes the development or correction of interpersonal relationships in the classroom, 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; the deputy teacher is very helpful in their work. Primary school director Natalya Dutnaya. Every time we are convinced that with such cooperation the methodological knowledge of both parents, teachers and psychologists is enriched.”

Competence of PKPP-4: “capable of reflecting on the methods and results of his professional actions.”

In the article by N.L. Rosina “Problems and opportunities for the development of reflection in the training of a psychologist,” the author examines in detail the method of reflection and the features of its application in the training of future psychologists. Email address of the article: #"justify">Competence of PKSPP-2: “ready to apply recommended methods and technologies that allow solving diagnostic and correctional-developmental problems.”

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 various areas of our lives in recent years. Of course, one of its most popular and practically applicable areas is psychological training. In recent years, such trainings (both socio-psychological and personal) have gained quite wide popularity, penetrating various areas of our lives: business (sales training, effective communication, etc.), education (training of 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 teenagers is also an important element.”

Competence of PKSP-4: “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, an educational psychologist at one of the schools in the city of Orel, talks in detail about the competition of social initiatives, in which the students of his school took a prize. The author talks about how he, together with teachers, prepared the children for this competition.

Competence of PKD-6: “able to interact with families, teachers and psychologists of an educational institution on issues of upbringing, training and development of preschool children.”

The experience of psychologists in applying the PKD-2 competence is described in the article “Psychological support of the educational process in a preschool educational institution,” where a kindergarten teacher-psychologist talks about how 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 kindergarten workers and outside specialists takes place, as well as the involvement of parents in joint activities.

Conclusion

So, the modern Federal State Educational Standard of Higher Professional Education in the field of training 050400 “Psychological and Pedagogical Education” qualification “Bachelor” is based on a competency-based approach.

The course work examined in detail six competencies that are mandatory for students to develop in accordance with the Federal State Educational Standard for Higher Professional Education of the third generation. Those academic disciplines in which these competencies can be developed throughout the entire period of study for a bachelor’s degree in educational psychology were also spelled out.

The new philosophy of higher professional education is distinguished by its focus on ensuring high quality of specialist training and developing his competence. In modern world educational practice, the concept of competence acts as a central, “nodal” concept, 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 substantive vectors of this approach emphasize the practice-oriented orientation of higher education educational programs. Competence is actionable. In addition to the system of theoretical and applied knowledge, it includes cognitive and operational-technological components. In other words, competence is a body (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. Consequently, an indispensable and obligatory condition for the student to acquire competence as a result of professional education requires his active (subjective) position in the educational process.

According to authoritative experts, the competency-based approach is the methodological foundation of a new, emerging paradigm of higher professional education in Russia. Thus, V. A. Bidenko notes that in vocational education today there is a shift from a qualification-based approach to a competency-based one. The qualification approach assumes that the professional educational program is linked to the objects (subjects) of labor, correlates with their characteristics and does not indicate what abilities, readiness, knowledge and attitudes are optimally related to the effectiveness of a person’s life. Qualification means the predominance of framework activities in stable professional fields and algorithms. Competence meets the requirements of “floating” professional boundaries, the dynamics of professions, their globalization, and the destruction of professional silos.

This does not exclude the requirement of a high level of professionalism in specific subject areas. Competencies presuppose contextual appropriateness 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/competencies is the only reliable way to compare the training and study programs offered by higher education institutions. By defining appropriate learning outcomes, standards can be set that cover the level and content of 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/competencies for each recognized qualification. These learning outcomes must be recognizable and assessable in the program selected for the 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 make it easier to transfer and accumulate credits, and to accurately indicate achievements for which credits are or have been awarded.

Bibliography

1. Zimnyaya I.A. Key competencies - a new paradigm for educational results // Higher education today. - 2003. - No. 5. - P.34-42.

Ignatieva E.A. General cultural competencies as a result-target basis of the competency-based approach in higher education // Access mode: #"justify">. Competencies in education: design experience: collection of scientific papers. tr. / ed. A.V. Khutorskogo. - M.: Scientific and implementation enterprise "INEK", 2007. - 327 p.

Competence-based 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 competency-based education: Seminar materials / Ed. A.V. Velikanova. - Samara, 2010.

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.

Course work

Competencies of educational psychologists according to the Federal State Educational Standard for Higher Professional Education of the third generation

Introduction

1. Description of the competence of OK-4

2. Description of the competence of OPK-2

3. Description of the competence of OPK-11

4. Description of the competence of SKPP-8

5. Description of the competence of PKSPP-6

6. Description of the competence of PKD-1

7. Description of the competence of PKNO-4

8. Experience of teachers in applying competencies in work

Conclusion

Bibliography

professional bachelor education teacher

Introduction

The concepts of “competency-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 in higher education, caused by changes occurring in society.

The Federal State Educational Standard of Higher Professional Education in the field 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 activities of bachelors

Requirements for the results of mastering basic undergraduate educational programs.

Requirements for the structure of basic undergraduate educational programs.

Requirements for the conditions for the implementation of basic undergraduate educational programs.

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 field of training 050400 "Psychological and Pedagogical Education" qualification "Bachelor".

Subject - specific analyzed competencies of the standard: OK-4, OPK-2, OPK-11, PKPP-8, PKSPP-6, PKD-1, PKNO-4.

Reveal the essence of each analyzed competency.

Describe the significance of a specific competency in obtaining education in the profile "Educational Psychologist".

According to the bachelor's training plan, consider which academic disciplines can be used to develop a specific competency, and how many total hours are devoted to studying this discipline.

Reveal the structure of each competency under consideration.

Present the planned levels of competence development - at a threshold level and at an advanced level.

The course work consists of an introduction, seven chapters, each of which is devoted to a specific competency, a conclusion and a list of references.

1. Description of the competence of OK-4

The Federal State Educational Standard of Higher Professional Education in the field of training 050400 “Psychological and Pedagogical Education” qualification “Bachelor” stipulates that the graduate must have certain general cultural competencies (GC).

In general, general cultural competencies mean a person’s ability to navigate the space of culture; it includes a knowledge component: an idea of ​​the scientific picture of the world, knowledge of basic scientific achievements, an idea of ​​artistic values.

General cultural competence OK-4 provides that the graduate is ready to use the basic principles and methods of the social, humanities and economic sciences in solving social and professional problems.

By the competence of OK-2 “ready to use the basic principles and methods of the social, humanities and economic sciences in solving social and professional problems” we mean the ability to carry out professional activities aimed at transferring the culture and experience accumulated by humanity, creating conditions for acquiring a repertoire of personal, social and professionals of competencies that ensure 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.

Competence structure “ready to use the basic principles and methods of social, humanities and economic sciences in solving social and professional problems”:

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 problem, the stages of constructing and solving a social and professional problem, criteria for assessing the process of constructing and solving a social and professional problem.

Integrate knowledge of the humanities, social and economic sciences, structure a problem situation, use an algorithm for solving a social and professional problem for a teacher-psychologist.

Personal experience in integrating knowledge of the humanities, social and economic sciences, skills in solving the social and professional problems of a teacher-psychologist, skills in reflecting on the success of solving a pedagogical situation.

Levels of competence development 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 a social and professional problem, 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; - knows how to analyze their activities when solving social and professional problems.

Competence OK-4, according to the curriculum of bachelors of educational psychologists, 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 speech culture (total 108 hours);

economics (total 108 hours);

conflictology (72 hours in total);

modern information technologies (total 72 hours);

anatomy and age-related physiology (72 hours in total);

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);

organization of children's recreation (72 hours in total);

psychological and pedagogical support of developmental educational programs (total 108 hours).

Thus, the OK-4 competence is formed by bachelors of educational psychologists throughout their entire study time while studying the 22 above-mentioned disciplines.

In conclusion of the consideration of general cultural competence OK-4, we note that it is general cultural competence that determines a person’s active life, his ability to navigate in various spheres of social and professional life, and harmonizes the inner world and relationships with society.

Description of the competence of OPK-2

The Federal State Educational Standard of Higher Professional Education in the field of training 050400 “Psychological and Pedagogical Education” qualification “Bachelor” stipulates that the graduate must have certain professional competencies common to all types of professional activities (OPC).

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 accepted in the organization or industry.

General professional competence is aimed at forming the foundations of professional excellence, while the subjectivity of professional thinking is laid, here the individual is introduced to the spiritual and value context of the profession, she develops an orientation towards the profession, clear motivational needs in obtaining it.

The general professional competence of GPC-2 provides that the graduate is ready to apply qualitative and quantitative methods in psychological and pedagogical research. This competency refers to the ability of students to apply theoretical and experimental research methods to achieve and construct 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 develop among university graduates the ability to work with large flows of information, to apply methods of mathematical processing of information when conducting experimental research.

OPK-2 competence structure:

Bachelor knows

Basic methods of mathematical information processing;

methods of empirical and theoretical research;

Able to interpret information presented in the form of diagrams, charts, graphs, graphs, formulas, tables;

Use empirical and theoretical research methods; methods for processing experimental data;

Methods of mathematical information processing;

Skills in using empirical and theoretical research methods in research and professional activities.

Planned levels of development of OPK-2 competence:

Levels of competence development Main features of the level Threshold level - knows methods of mathematical processing of information; - is able to reveal the essence of methods of mathematical information processing; - knows how to interpret information presented in the form of diagrams, diagrams, graphs, graphs, tables - knows methods of theoretical and experimental research; - knows methods of processing experimental dataAdvanced level - can justify the use of this method of mathematical processing of information in a specific situation; - knows how to determine the type of mathematical model for solving practical problems, including those from the sphere of professional problems; - knows 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 specific 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 cycle B3:

course work on PC (total 108 hours);

developmental psychology (total 108 hours);

psychology of children of primary school age (72 hours in total);

psychology of adolescence (total 72 hours);

educational psychology (total 108 hours);

introduction to psychological and pedagogical activities (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 (72 hours in total);

psychological and pedagogical support for persons with developmental disorders at an early age (72 hours in total);

Thus, the competence of OPK-2 is formed in bachelor-educational psychologists throughout the entire study period while studying the 17 above-mentioned disciplines.

Description of the competence of OPK-11

The competence of GPC-11 is understood as the graduate’s readiness to apply in professional activities the main international and domestic documents on the rights of the child and the rights of people with disabilities.

By this competence we mean the formation of legal knowledge in 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 to realize rights and freedoms, as well as protect violated rights; make decisions and take actions in strict accordance with the law; 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 legal protection of the individual, etc.; to perform civic duties; critical ability to evaluate events and phenomena of social life and the position of law and law; be responsible for the results of their actions and the quality of completed tasks.

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 the skills to correctly interpret laws and other regulatory international and domestic legal acts; legally correct qualification of facts and circumstances; orientation in special legal literature; a clear understanding of the essence, nature and interaction of legal phenomena.

Competence structure “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”:

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 legal protection of the individual, etc.;

correctly interpret international and domestic laws and other regulatory legal acts;

The mechanism for applying normative legal documents in its activities to protect the rights and freedoms of man and citizen of the Russian Federation.

Planned levels of development of OPK-11 competence among university graduates:

Levels of competence development Main features of the level Threshold level - know the basic concepts of state and law, determine their role in the life of society; - know the main 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 state and law, their role in the life of modern society; - demonstrates attention and respect for other people; - determine methods and means of activity, modes of behavior based on one’s own knowledge and ideas; - apply the acquired knowledge when working with specific regulations; - search for the necessary information to replenish legal knowledge; - master the methods and means of communication in a team, social adaptation; - apply theoretical foundations within the scope of the course being studied; - express your own opinion; Advanced level - know the subject and method of the main branches of international and Russian law; - have an idea of ​​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 of ​​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 sources of law - analyze the texts of legislative acts, rules of law from the point of view of specific conditions for their implementation; - present and argue your own opinions about current events and phenomena from the point of view of law; - carry out educational research and projects on legal topics; - resolve conflicts legally; - participate in the use and preparation of draft legal acts related to future activities; - apply practical skills and techniques necessary to participate in professional activities.

psychology of preschool age (72 hours in total);

educational programs for preschool children (72 hours in total);

psychology of children of primary school age (72 hours in total);

educational programs of primary 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 (72 hours in total);

professional ethics in psychological and pedagogical activities (total 72 hours);

psychology of children with sensory impairments (total 144 hours);

psychology of development of children with disorders of the emotional-volitional sphere and behavior (total 108 hours);

psychological and pedagogical correction (72 hours in total);

educational and industrial practice.

Thus, the competence of OPK-11 is formed among bachelors of educational psychologists throughout the entire study period while studying the 12 above-mentioned disciplines.

Description of the competence of PKPP-8

The federal educational standard stipulates that a graduate must have professional competencies in activities related to psychological and pedagogical support of preschool, general, additional and vocational education (PCPP).

By this competence we mean awareness of the importance of the psychological profession / the ability to carry out self-knowledge and self-education in personal and professional growth / 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 develop an understanding of the social significance of the work of a psychologist;

value foundations of professional activity.

Competence structure of SKPP-8:

Bachelor knows

the importance of psychological and pedagogical education and scientific research conducted in the field of educational psychology;

knows theories of motivation;

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 development among university graduates:

Levels of competence development Main features of the level Threshold level - knows the importance of psychological and pedagogical education; - knows the value foundations 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; - knows how to systematically analyze and select psychological and educational concepts; - can solve various problems during the educational process; - is able to master various methods 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 guidance of students (total 72 hours).

Thus, the competence of PKPP-8 is formed by bachelors of educational psychologists while studying one discipline.

5. Description of the competence of PKSPP-6

The federal educational standard stipulates that a graduate must have professional competencies in the field of psychological and pedagogical support for children with disabilities in correctional and inclusive education (PCSE).

The competence of PKSPP-6 is defined as “able to effectively interact with teachers of a correctional educational institution and other specialists on student development in communicative, gaming and educational activities.”

By this competency we understand building interpersonal relationships, correlating personal and group values/interests, working in a team, 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 prepare graduates who have the skills to work in a team (help, support, approval of each other’s efforts); possessing the necessary social skills (leadership, communication, conflict management); able to bear individual responsibility for working in a team.

Competence structure of PKSPP-6:

Bachelor knows

Basics of organizing work in a team (team work);

Establish and maintain constructive relationships with colleagues, correlate personal and group interests, show tolerance for other views and points of view;

Experience working in a team (in a team), controlling skills (evaluating teamwork, clarifying further actions, etc.).

Planned levels of competence development among university graduates

Levels of competence development 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 working in a team; - understands the need for joint activities in interaction with others; - demonstrates attention and respect for other people. Increased level - able to organize the work of a team (team); - knows how to identify 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 of educational psychologists, 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 of educational psychologists while studying one discipline.

6. Description of the competence of PKD-1

The federal educational standard stipulates that a graduate must have professional competencies in educational activities in preschool education (PKD).

The competence of PKD-1 is defined as “able to organize playful and productive activities for preschool children.”

By this competence we mean a university graduate’s mastery of technologies and methods for solving pedagogical problems in the training, education and personal development of preschool children, 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 teaching activities.

PKD-1 competency structure:

Bachelor knows

The essence of modern methods and technologies;

criteria for assessing the quality of the educational process at a specific educational level of a specific educational institution;

features of the educational process at a specific educational level of a specific educational institution;

analyze information from the perspective of the problem being studied;

Technologies for ensuring the quality of the educational process at a specific educational level of a specific educational institution.

Planned levels of competence development among university graduates

Levels of competence development 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; - knows how to analyze information from the perspective of the problem being studied. Advanced level - knows the criteria for assessing the quality of the educational process at a specific educational level of a specific educational institution; features of the educational process at a specific educational level of a specific 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 competency is not prescribed in the curriculum of bachelors of educational psychologists, but we assume that it can be formed when studying 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 developed by bachelors of educational psychologists while studying two disciplines.

7. Description of the competence of PKNO-4

The federal educational standard stipulates that a graduate must have professional competencies in educational activities at the initial stage of general education (PKNO).

The competence of PKNO-4 is defined as “ready to create conditions that facilitate children’s adaptation to the educational process at the initial stage of schooling.”

By the competence of PKNO-4 we understand the ability to create conditions that will facilitate the adaptation of children of primary school age when starting school.

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 the following skills:

facilitating the process of adaptation of schoolchildren to learning in primary school;

forecasting further developments in the education and upbringing of schoolchildren.

Competence structure of PKNO-4:

Bachelor knows

The theory of training and education, the theory of diagnosing the achievements of students and pupils;

Check and evaluate the level of training and education of schoolchildren;

predict further developments in the education and upbringing of children;

Skills of checking, assessing the level of training and education of schoolchildren;

Planned levels of competence development of PKNO-4:

Levels of competence development Main features of the level Threshold level - has an idea of ​​the theory of training and education, of diagnosing the achievements of students and pupils; - knows how to select methods for checking and assessing the level of training and education of schoolchildren, statistically process and analyze data; - is able to envision ways to solve a child’s individual life problems. Advanced level - knows the theory of teaching and upbringing, the theory of diagnosing the achievements of students and pupils; - knows how to apply appropriate methods to check and assess the level of training and education of schoolchildren, statistically process and analyze data; identify dynamics and trends, predict further developments in the education and upbringing of children; - is able to outline and implement effective ways to solve the child’s individual life problems.

This competence is not prescribed in the curriculum of bachelors of educational psychologists, 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 primary school (total 72 hours).

Thus, the competence of PKNO-4 is formed by bachelors of educational psychologists when studying the three above-mentioned disciplines.

8. Experience of teachers in applying competencies in work

In this chapter, we will consider how teachers apply the competencies analyzed in this course work in their professional activities.

Competence OK-4: ready to use the basic principles and methods of the social, humanities and economic sciences when solving social and professional problems.

We believe that in his professional activities, every educational psychologist uses the basic principles and methods of the social, humanities and economic sciences when solving social and professional problems.

For example, the article “On a trip around the world: plot training for fifth-graders” in the magazine “School Psychologist” No. 4, 2009 talks about the content and methods of conducting a special psychological training “On a trip around the world,” which is carried out with all fifth-graders of the school to adapt to the transition children from primary to secondary school.

When conducting training, the psychologist uses knowledge from the humanities, in particular from psychology, geography, sociology and pedagogy.

OPK-2 competence: ready to apply qualitative and quantitative methods in psychological and pedagogical research.

This competency is well discussed in the article “Poster for diagnosis” from the magazine “School Psychologist” No. 7, 2009. In the article, the author Yu. Pavlyuk shares his experience in creating a special diagnostic package for diagnosing psychological problems of schoolchildren: anxiety, aggressiveness, problems in the sphere of communication, etc. At the same time, when talking about each diagnosis, the author dwells in detail on the qualitative and quantitative methods used in a specific diagnostic technique.

Competence of GPC-11: ready to apply in professional activities the main international and domestic documents on the rights of the child and the rights of people with disabilities.

Work experience in the application of this competence is described in the article “Family conflicts and ways to resolve them” in the magazine “School Psychologist” No. 10, 2008. The article examines family relationships and family conflicts: “Examples of relationships in the family for many students in a auxiliary school turn out to be negative ", therefore, it is necessary, without infringing on the feelings of children, to show them the possibility of the existence of other relationships. This may attract their attention to 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 when resolving family conflicts.

Competence of PKPP-8: capable of forming the psychological readiness of a future specialist for professional activities.

We read about this competence in the article “Students at School” in the magazine “School Psychologist” No. 24, 2008, where the author talks about how it is necessary to competently formulate the readiness of future specialists for professional activities: “You can find an approach to any student. At our first school meeting, we tell students what kind of work we will give them the opportunity to try themselves in. This could be:

preparation, conduct and processing of diagnostic results;

preparation of visual materials for individual correctional classes and for psychology classes (they are held with us in elementary, middle and high schools);

individual lessons with the child (prevention of school failure);

conducting research (for a student - an essay or coursework, for a school - an understanding of the processes occurring in a particular group);

holding large educational and play 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 heads work well, they have a lot of enthusiasm, and the work is done faster and with better quality.”

Competence of PKSPP-6: able to effectively interact with teachers of a correctional educational institution and other specialists on issues of student development in communicative, gaming and educational activities.

The experience of psychologists using this competency is discussed in the article “Is it easy to be a young... specialist” in the magazine “School Psychologist” No. 19, 2005. The author A. Shadura talks about how “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 straight into such an institution, since they need experienced people, and university graduates cannot yet be classified in this category. And if you suddenly have such an opportunity , do not rush to take advantage of it: the fate of young people in the center is often "dirty" work. Prepare for the fact that you will be sent with papers to the department, to schools for meetings, you will sit at the reception desk, replacing a sick registrar, etc. "

According to the author of the article A. Shadur, you still need to start your career in the “field”, where you have the opportunity to independently build your professional path, focusing on the microenvironment in which you find yourself. And there is no need to be afraid of the apparent futility of your efforts. Firstly, although not all good grains germinate, and secondly, remember that the task of a novice specialist is to accumulate experience. After college, 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 an aspiring 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, Personal Development,” the author describes his many years of experience in developing attention in preschoolers by involving them in play activities, and presents methods and various options for games for preschoolers.

Competence of PKNO-4: ready to create conditions that facilitate children’s adaptation to the educational process at the initial stage of schooling.

This competence is written about in the article “Become a Flower” in the magazine “School Psychologist” No. 22, 2006, in which the author Irina Tuzovskaya, an educational 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, games such as: “Flower”, “Two Drawings”, “City”, etc.

Conclusion

The course work examined in detail seven competencies that are mandatory for students to develop in accordance with the Federal State Educational Standard for Higher Professional Education of the third generation. Those academic disciplines in which these competencies can be developed throughout the entire period of study for a bachelor’s degree in educational psychology were also spelled out.

The new philosophy of higher professional education is distinguished by its focus on ensuring high quality of specialist training and developing his competence. In modern world educational practice, the concept of competence acts as a central, “nodal” concept, 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 substantive vectors of this approach emphasize the practice-oriented orientation of higher education educational programs. Competence is actionable. In addition to the system of theoretical and applied knowledge, it includes cognitive and operational-technological components. In other words, competence is a body (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. Consequently, an indispensable and obligatory condition for the student to acquire competence as a result of professional 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

Federal state educational standard of higher professional education in the field of training 050400 "Psychological and pedagogical education" qualification "bachelor".

Curriculum of direction 050400 "Psychological and pedagogical education", profile "Educational Psychology", graduate qualification - "bachelor".

Barannikov A.V. Contents of general education. Competence-based approach - M., State University Higher School of Economics, 2009. - 182 p.

Baskaev R.M. On trends in changes in education and the transition to a competency-based approach // Innovations in education. - 2007. - No. 1. - P.23-27.

Zeer E.F., Pavlova A.M., Symanyuk E.E. Modernization of vocational education: competency-based approach: Textbook. - M., 2005.

Zimnyaya I.A. Key competencies - a new paradigm for educational results // Higher education today. - 2003. - No. 5. - P.41-44.

Ignatieva E.A. General cultural competencies as a result-target basis of the competency-based approach in higher education // Access mode: http://jurnal.org/articles/2011/ped17.html

Competencies in education: design experience: collection of scientific papers. tr. / ed. A.V. Khutorskoy. - M.: Scientific and implementation enterprise "INEK", 2007. - 327 p.

Competence-based approach in teacher education / Ed. V.A. Kozyreva, N.F. Radionova - St. Petersburg, 2004. - 164 p.

Morozova O.M. Formation of key competencies of students // Access mode: http://www.sch1948.ru/metodobedinenie/302-morozova.html

Modern approaches to competency-based education: Seminar materials / Ed. A.V. Velikanova. - Samara, 2010.

Chernyavskaya A.P. Competent approach to the professional development of teachers // Bulletin of KSU named after. ON THE. Nekrasova. - 2011. - No. 4. - P.32-34.