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Textbook: Introduction to Psychological and Pedagogical Activities. Criteria for the professional competence of a teacher-psychologist

It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving it to more qualified specialists. For example, not a single teacher would think of doing an operation if a child has an appendicitis attack, but for some reason some teachers consider themselves entitled to diagnose a student's abilities, his level of mental development, without taking any measurements. Thus, they act unprofessionally, violate the boundaries of their competence. The result of such unprofessional judgments may be the student's doubt about professional qualities teacher (at best) or his disbelief in his own strength, lower self-esteem (in more serious cases).

What is the professional competence of a teacher-psychologist?

1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualification. If the technique requires a higher level of skill, then it is necessary to replace the test with a simpler one in processing or undergo special training. The instructions for some methods (mostly Western ones) indicate the requirements for the user: A, the method has no restrictions for use, The method can only be used by specialists with higher psychological education, The method can be applied by psychologists subject to additional training.

To carry out, process and interpret the results of some methods (for example, projective ones), even a higher psychological education is not enough. To correctly apply most personality tests and intelligence tests, one or two trial tests during your studies at a university are not enough. A long (at least several weeks or months) training in their interpretation and careful observance of the conditions are necessary.

In the process of learning under the guidance of a person who has skillfully applied the methodology for several years, one can learn to avoid subjectivity in the assessment, correlate the results obtained with the theoretical concepts that the developer adhered to, and interpret the results as objectively as possible. In addition, training will provide an opportunity to extract as much information as possible from the results of the methodology.

2. Exactly the same requirement applies to the work of counseling. The educational psychologist does not have the right to use consultative approaches and techniques if they are not sufficiently qualified. There are several theoretical approaches to consultation. Achieving results depends on how professionally the psychologist applies the theory and techniques developed on its basis in his work.

When studying at a university, students receive knowledge sufficient to independently carry out all types of activities of a teacher-psychologist: diagnostics, training, individual and group counseling, including mastering methods based on various theories, but the knowledge gained is predominantly theoretical. It takes time to adapt the existing knowledge to the practice of working in a particular school, with specific groups of students. A novice psychologist usually spends two or three years on such adaptation. Only then can we talk about primary professional experience. This process can be accelerated, for example, by constantly working with a mentor, observing the work of more experienced colleagues, or doing regular reflection.

It is said that the advisory work of an educational psychologist is never based on a single theoretical approach. Indeed, in counseling most psychologists are eclectic. But even with an eclectic approach, a professionally competent specialist will differ significantly from an incompetent one. The first will select for work on a specific case the most effective methods, i.e., giving the most reliable result at a minimum cost. The second one will choose for work what he knows best or what he remembered first of all.

3. Competence will also manifest itself if the educational psychologist refuses to conduct research or counseling in the area of psychology that he has not studied enough. Psychology is very vast, it is impossible to know all branches equally well in it. Just as in education, a rare teacher can teach physics and literature equally well. The same is true in psychology. A person who specializes in career guidance, for example, may not be well versed in medical or forensic psychology, a professional in social psychology may have a poor knowledge of pathopsychology, etc. An educator-psychologist who is able to admit that he is not an expert in one area or another has a genuine pedagogical tact and should in no case be embarrassed by his ignorance.

The main areas of work of a teacher-psychologist have been described above. Recall that among them there are correctional, and developing, and socio-pedagogical, and managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual corrective or developmental work is better performed by introverts (people who are self-oriented), and cultural and educational or socio-pedagogical work often requires opposite quality extraversion (outward looking). A competent specialist is proficient in all activities, some at a high level, others at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

4. The principle of competence assumes that the educational psychologist will apply psychodiagnostic techniques or consultative techniques only after a preliminary check. Not all methods “measure” exactly what is indicated in the instructions for them, that is, it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure a child's level of knowledge in school subjects, so using such a technique, one can only tell at what level the child has mastered the school curriculum, and not what his level of intelligence is.

Not all methods and tests are psychometrically tested. In order to prove that the technique measures precisely this quality (for example, intelligence quotient, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is called psychometric (the word is derived from two Latin roots: "psyche" soul and "metros" to measure). Psychometric verification shows how stable the results of the methodology are against the action of extraneous factors (for example, how much the result of the test for diagnosing attention depends on the fatigue of the person at the time of testing), how accurate the measurements are, for which groups of people the method is intended, how stable its results are when repeated, will the result obtained during the repeated test depend on random factors or will it show the progress of a person in development given quality, and a number of other indicators. Since these measurements are complex and require a large number of subjects and a long time, not all teachers carry them out. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or if there is no such manual, it is advisable to replace the method with another, more reliable one, or conduct the test yourself.

The same applies to counseling techniques and methods that help to solve the problem facing the psychologist in one case, and lead him to failure in another. In order to avoid mistakes and failures associated with the incorrect use of methods and methods of work, it is necessary to carry out their preliminary check (on yourself, friends, familiar children, etc.).

5. Another result of observing this principle is that the teacher-psychologist is not afraid to make a mistake and quickly corrects the mistakes made. Mistakes are made by all people, even professionally competent ones. But a good specialist differs from a bad one in that, firstly, he notices his mistakes faster, since he uses reflection more often in his work, and, secondly, he will not persist in his mistake and will find ways to correct it, even if it is threatens at some point with a decrease in his authority.

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates in various situations of communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words to support and encourage , and in order to scold or explain something. His orientation is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by a teacher-psychologist due to the fact that he knows his own characteristics, is confident in himself and is able to quickly understand communication partners, their manner of speaking, temperament and character, communication style, which helps him find convincing arguments for them. Competence in communication is based on social sensitivity, the general level of a person’s culture, his knowledge of ideological and moral rules and patterns public life.

Knowledge of the world cultural heritage (literature, painting, music) helps to form stable moral norms of behavior and attitude towards the world and people, i.e. true competence in communication. In addition, this knowledge helps to quickly understand the individual characteristics of students, and therefore, to find with them mutual language following the rules of conduct. The teacher-psychologist should be aware of modern ideological trends and the moral code of the society in which he lives, and of world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students in solving worldview issues and thereby win a strong authority and respect on their part. Public life includes not only the structure of national and local (regional, city) authorities, although the teacher’s knowledge of their foundations is also important, but also the features of relationships in various social strata and groups (in production teams, families, between relatives, friends, in the service sector). , leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also be of great help.

Both general and communicative competence can increase with the accumulation of experience and can decrease if a person has stopped in his development and uses only previously accumulated knowledge and ideas.

Psychological and pedagogical competence of the teacher. The role of psychological and pedagogical competence in the development of a teacher's professionalism is undeniable.

Despite the fact that many domestic scientists of the 80-90s of the twentieth century were actively involved in the study of professional competence (L.N. Zakharova, V.M. Sokolova, N.N. Lobanova, T.A. Markina, A.K. Markova, N.V. Matyash, N.Ya. this concept, its structure, nor in matters of its substantive content. Different approaches to the interpretation of the concept of psychological and pedagogical competence are explained by its dynamism and versatility.

So, M.A. Kholodnaya defines competence as “a special type of organization of subject-specific knowledge that allows making effective decisions in the relevant field of activity”.

Psychological competence can be characterized through the effectiveness, constructiveness of activities (external and internal) based on psychological literacy, i.e. means effective application knowledge, skills to solve problems facing a person.

Many foreign scientists do not share the concepts of psychological competence and psychological literacy. Psychological literacy is considered by them as an "initial" level of psychological competence.

The difference between literacy and competence is based on the adequate use of one's own past experience, the experience of other people and socio-historical. Competence involves the combination of generalized psychological knowledge with knowledge about oneself, specific person, specific situation. A literate person knows about something abstractly, and a competent person can, on the basis of knowledge, concretely and effectively solve any psychological task or problem. At the same time, competence means a refusal to directly copy someone else's experience, norms, traditions, patterns, freedom from stereotypes, someone's instructions, prescriptions, and attitudes.

Thus, the main difference between psychological literacy and psychological competence lies in the fact that a literate person knows, understands (for example, how to behave, how to communicate in a given situation), and a competent person can really and effectively use knowledge in solving various problems. problems, is able to move from words to deeds, from general reasoning to reasonable actions. A competent teacher knows psychology, and a competent one uses this knowledge really and effectively, i.e. knows and really takes into account the psychology of adults and children. The task of developing psychological competence is not just to know a person more and better, but to include this knowledge in the psychological practice of the school.

In the works of psychologists (Yu.I. Emelyanov, L.S. Kolmogorova, L.A. Petrovskaya, L.D. Stolyarenko, M.A. Kholodnaya, etc.), the structure of psychological and pedagogical competence is considered:

Competence in communication as the ability to communicate, exchange information and, on this basis, establish and maintain pedagogically appropriate relationships with participants in the pedagogical process;

Intellectual competence as a special type of knowledge organization that provides the ability to make effective decisions in a specific subject area of activity, knowledge about psychological development students, their age characteristics and the ability to implement this in teaching practice;

Socio-psychological competence, manifested in the ability to build long-term and organizational plans for independent and joint activities (educational, educational, educational, research, experimental, etc.); develop technology; choose the best methods and means of their implementation. Organize an effective system of control, self-control, feedback subjects of education.

According to some authors (A.K. Markova, N.V. Kuzmina), psychological competence depends on the personality of the teacher, his personal qualities. The personal and business qualities of a teacher merge into a single psychological and pedagogical competence.

Practice shows that the most "sinking" component of psychological competence are professionally significant qualities of the teacher's personality.

M.I. Lukyanova defines as important, necessary in pedagogical activity the following personal qualities: reflectivity, empathy, communicativeness, personality flexibility, ability to cooperate, emotional attractiveness.

A.K. Markova supplements them with professionally important personality traits: pedagogical erudition, pedagogical goal-setting, pedagogical thinking, practical pedagogical thinking, pedagogical observation, vigilance, pedagogical ear, pedagogical situation, pedagogical optimism, pedagogical resourcefulness, pedagogical foresight, forecasting, pedagogical reflection.

What is the psychological competence of a modern teacher? In the model of professional competence of a teacher, in accordance with the standards of education, the essence of the psychological and pedagogical competence of a teacher is clearly defined, which includes:

The teacher's awareness of the individual characteristics of each student, his abilities, strengths of character, the advantages and disadvantages of previous training, which is manifested in the adoption of productive strategies for an individual approach in working with him;

Awareness in the field of communication processes occurring in groups with which the teacher works, processes occurring within groups both between students and between the teacher and groups, teacher and students, knowledge of the extent to which communication processes contribute to or hinder the achievement of the desired pedagogical results;

The teacher's awareness of the best teaching methods, the ability for professional self-improvement, as well as the strengths and weaknesses one's own personality and activity, and about what and how to do with oneself in order to improve the quality of one's work.

The psychology of the teacher's personality is manifested not only in his position in relation to children, but also in the organization of his own pedagogical activity. Often, ignorance of one's own psychological characteristics leads to the fact that the teacher begins to copy the experience of his colleagues, who have their own individual psychological characteristics.

There is pedagogical diagnostics - the process of recognizing various pedagogical phenomena and determining their state at a certain moment based on the use of the parameters necessary for this. Indicators and parameters of psychological and pedagogical competence can also be measured using methods for diagnosing a teacher's activity. The main objects of pedagogical diagnostics should be called:

Pedagogical activity of the teacher;

Activity as an indicator of the teacher's professionalism;

Motivational motives of the teacher;

Deformations of the teacher's personality in the process of pedagogical activity;

Socio-psychological competence of the teacher;

Communicative competence of the teacher;

Natural prerequisites for the teaching profession, etc.

The proposed methods “Psychological competence of the teacher” and “Professional attitudes of the teacher” (see appendix) will help the teacher to see the psychological causes of professional difficulties before they become obvious to students and colleagues, and make a decision - to change himself, change jobs or leave everything as it is. . The teacher's professional attitudes reflect his understanding of his activities, as well as an assessment of the role of his subject in shaping the child's personality. There are connections and influence of the teacher's professional attitudes on his psychological competence. For example, a humanist teacher exhibits a sufficient degree of psychological competence, while an authoritarian teacher is psychologically incompetent. Self-diagnosis of a teacher is only the beginning of a teacher's work on himself. The continuation may be the participation of the teacher in trainings for professional and personal growth.

It is important to note that the methods cannot be used for administrative purposes - to evaluate the work of a teacher, during certification, solving personnel issues, etc.

Let us characterize the ways of increasing the psychological and pedagogical competence of the teacher:

The use of methods of social psychological training of the teacher's professional competence in order to improve the professional position of the teacher, the development of mental processes (pedagogical thinking, pedagogical reflection and other personal qualities), the improvement of pedagogical skills for the development of psychological relief techniques, the expansion of professional knowledge.

Analysis of specific pedagogical situations in order to jointly solve common professional problems (low academic performance, conflict situations in the classroom, in the group, etc.).

Formation of teachers' skills to evaluate and improve their individual style, professional positions and attitudes in order to improve professionalism.

Improving the qualities of a teacher necessary for his pedagogical activity and professional self-realization in order to develop professionally important features personality (analysis and introspection of the pedagogical activity of the teacher, methods of mental training of synectics, methods of discussion and brainstorming techniques, etc.)

Thus, in the development of psychological competence the main role devoted to self-improvement, professional and personal self-awareness, the allocation of their professional positions.

Psychological competence is formed in the teacher unevenly, during professional life. To see this internal dynamics means to evaluate it, to give a forecast of his professional and personal growth.

Professional positions, attitudes, pedagogical skills, personal qualities as structural elements professional competence can be the subject of the formation of a teacher's professionalism.

Application

Methodology "Professional attitudes of the teacher"

Mark the pedagogical skills that, in your opinion, are most important in the profession of a teacher.

1. In any situation, remember that a student is a person.

2. Ability to speak competently and correctly.

3. The ability to speak confidently and openly, to have wealth vocabulary, be a polymath.

5. The ability to put in place those who violate discipline, to protect the dignity of the teacher.

6. The ability to listen to the child, to be interested in his opinion.

7. Knowledge of the needs and interests of students.

8. To protect students you like from students who interfere with their studies, ill-mannered, badly influencing students.

9. The ability to ensure the active role of students in the lesson.

10. The ability to adapt any material to the age and individual characteristics of students.

11. The ability to keep a distance, not to go beyond the role of a teacher, not to become on the same level with the students.

12. The ability to ensure that all students follow the train of thought of the teacher, listen to him carefully.

13. Do not single out favorites, equally accepting all students.

14. The ability to achieve discipline in the classroom, to ensure that all students learn the material.

15. Ability to follow the lesson plan under any circumstances.

16. The ability to single out the main thing in a student - his learning abilities and performance, being distracted from the secondary features of his personality.

17. The ability to leave all your feelings aside, being guided in communication with students only by expediency.

18. The ability to feel into inner world students, empathize with them.

Key: Questions are divided into pairs: 1-5; 13-8; 3-11; 9-14; 4-15; 6-12; 7-16; 10-2; 18-17.

The first issue is evidence of an interest in the personality of students, an orientation towards their creative development and co-creation with them, a desire to get used to their inner world, regardless of whether we like them or not. The desire to adapt teaching materials to the student. The second number in the pair indicates that you, having little interest in the personality of the student, focusing mainly on actions, regardless of their impact on children, do not seek cooperation, are prone to authoritarian behavior, divide children into loved ones and unloved ones.

The total sum of answers or scores indicates the teacher's professional attitudes. The closer this sum is to 18, the more the teacher reflects compliance with the principles of humanistic pedagogy. If the total score is:

18-14 - teacher's professional attitude - humanism;

14-10 - the professional attitudes of the teacher are mostly humane, but sometimes authoritarianism is manifested in the activities of the teacher.

Methodology "Psychological competence of the teacher"

If you agree with the statement of the test, then put “yes” or “+” next to the number of the statement; if you do not agree with the statement, then put “no” or “” next to its number.

1. Than older child, the more important words are for him as signs of attention and support from adults.

2. Children develop complexes when they are compared with someone.

3. Emotions of adults, regardless of their will, influence the state of children, are transmitted to them, causing reciprocal feelings.

4. Emphasizing the child's mistakes, we save him from them.

5. Negative evaluation harms the child's well-being.

6. Children need to be brought up in severity so that they grow up as normal people.

7. A child should never forget that adults are older, smarter and more experienced than him.

8. The child is surrounded by universal sympathy and attention, weighed down by unpleasant experiences of irritation, anxiety and fear.

9. Children's negative reactions must be suppressed for their own good.

10. Children should not be interested in the emotions and inner experiences of adults.

11. If the child does not want, you can always force him.

12. Children should be taught by pointing to suitable examples.

13. A child of any age needs touches, gestures, glances that express love and approval from adults for emotional well-being.

14. The child must constantly be the subject of attention and sympathy of adults.

15. When doing something, the child must be aware of whether he is good or bad, from the point of view of adults.

16. Cooperating with children means being “on equal terms” with them, including singing, playing, drawing, crawling on all fours and composing with them.

17. Refusals are usually in children who are not accustomed to the word "must".

18. Violent methods multiply personality defects and unwanted behaviors.

19. I never force students to do something by force.

20. A child is not afraid of mistakes and failures if he knows that he will always be accepted and understood by adults.

21. I never yell at children, no matter what mood I am in.

22. I never tell children: “I don’t have time” if they ask a question.

23. If difficulties arise in one, you can always switch the student to something else.

24. I never feel bad when I give my students deserved "2" marks.

25. I never feel anxiety in dealing with students.

26. You should not impose yourself on students if they don’t want something, it’s better to think, what if I myself (a) do something wrong.

27. The student is always right. Only an adult can be wrong.

28. If a student does not work in class, it means that he is either lazy or feels bad.

29. I never make harsh remarks to my students.

30. There are no right or wrong actions for students, children always show themselves as they can and as they want.

If “yes” (“+”) on the scale of competence (questions: 2; 3; 5; 8; 13; 16; 18; 20; 23; 26; 27; 30;), then assign “yes” for each answer 1 point.

If “no” (“”) on the scale of competence (questions: 1; 4; 7; 9; 10; 11; 12; 14; 15; 17; 24; 28;), then assign yourself for each answer "no" by 1 point.

Deceit scale: (questions: 6; 19; 21; 22; 25; 29). If “yes” to 4 or more answers, then you answered insincerely. Therefore, your results may not be reliable.

Calculate the total number of points on the 1st and 2nd scales.

The closer to 24 points, the higher the psychological competence of the teacher.

Up to 12 points - incompetent,

From 12 to 18 points - low degree of competence,

From 18 to 24 points - a sufficient degree of competence.

Lecture course

in the discipline "Organization of professional activities of the psychological and pedagogical direction" for undergraduate students of the specialty "social pedagogy"

Topic No. 1. Actual problems of psychological and pedagogical education. Priority directions of state policy in the field of education.

The essence of the concept of learning. Actual problems of pedagogical psychology.

The psychology of learning is the most developed area of educational psychology. Since the main goal of education is traditionally considered to be the acquisition of knowledge, skills and abilities by the student, in educational psychology, first of all, the features of the assimilation of knowledge by children are studied - general patterns and individual-typical differences. The assimilation of knowledge is connected, on the one hand, with the content and methods of teaching, on the other hand, with the mental development of the student. The study of these relationships is one of the main directions of research in the psychology of learning.

The efficiency of knowledge assimilation is determined by the selection of the organization of educational interaction of children, the performance by the trainee of certain cognitive actions.

In this regard, to analyze the basic patterns of knowledge assimilation, key terms are used: training, learning, learning activities.

Education is a process of purposeful, consistent transfer of socio-historical, socio-cultural experience to another person (people) in specially organized family conditions, preschool, schools, universities, communities.

The process of purposeful, conscious appropriation by a person of the socio-historical experience transmitted (translated) to him and the individual experience formed on this basis is defined as a doctrine. Along with the concept of "teaching" in Russian psychology (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, V.V. Davydov, A.K. Markova, etc.), the concept of educational activity is used. The content of which includes not only process, effectiveness, but also the structural organization and, most importantly, the subjectivity of the teaching.

Learning begins at birth and continues throughout a person's life. various types activities: communication, play, work.

For the first time, the child begins to carry out socially significant and socially valued activities. The position of the child in society is changing, he takes a new position in relation to everyone around him. Training forms certain properties and personality traits.

Modern education is undergoing a period of reform, which is reflected in preschool education.

In accordance with the above characteristics of training in educational psychology, its main problems are determined. A problem is a question containing a contradiction and, as a result, a question that is difficult to resolve in science, to which it is currently impossible to obtain an unambiguous and indisputable answer. In the history of educational psychology, many traditional questions studies have remained not fully understood, retained the status of the problem.

One of these problems is the individualization and differentiation of education. Different authors single out as the main various psychological characteristics of students, which must be taken into account when individualizing academic work: mental abilities, learning skills, cognitive interests, individual typological features.

The second traditional problem is visibility in teaching. There is a widespread idea that visibility is directly and directly related to sensitivity, to the observability of objects and phenomena. This understanding of visibility comes from Ya.A. Comenius, who is considered the founder of the principle of visualization in teaching. A new approach to the problem of visualization of learning was developed by V.V. Davydov. Visibility is an indicator of simplicity and understandability for this person the mental image that he creates in the process of perception, memory, thinking and imagination ..

A special role in creating visual images of the studied phenomena for students is played by the creation of a model (dummy, layout, drawing, diagram, graph, etc.) as a result of analysis, identification of the main essential properties in the object.

When using visual aids, the teacher should take into account two points: 1) what actions will be caused by the visual aids presented to them; 2) what actions students must perform in order to consciously master the educational material. If these action groups correspond to each other, then visual aids and visual aids are needed, useful; if there is no such correspondence, then these benefits are either unnecessary or even harmful. For example, if bright pictures or toys are used when teaching counting, then the attention of children is directed not to the object of study - quantitative relations, but to the content of objects.

The third problem is the development of students' theoretical thinking. V.V. Davydov developed the theory of a new learning system with a direction from the general to the particular, from the abstract to the specific, from the systemic to the individual. The thinking that develops in the process of such training was named by V.V. Davydov theoretical, and the training itself is developing.

The fourth problem is the management of the process of assimilation of students' knowledge. The development of this problem in Russian psychology is associated primarily with the names of P.Ya. Galperin and N.F. Talyzina. P.Ya. Galperin described in detail the regularities of the stage-by-stage formation of mental actions on the basis of their subject analogues. N.F. Talyzin, relying on the works of A.N. Leontiev and P.Ya. Galperina, described in detail the main conditions that ensure the management of the process of mastering actions and concepts, as well as the ways in which schoolchildren develop various methods of cognitive activity.

In addition to the above, other problems are discussed in educational psychology: the psychological readiness of the child to schooling, the formation of positive motivation for learning among preschoolers, the humanization and democratization of learning, continuity in learning, etc.

In recent years, new approaches have appeared in educational psychology. actual problems research: maintaining the psychological or personal health of participants in the educational process; health-saving education technologies; safety of the educational environment; personal maturity and competence of the subjects of the educational process, etc.

Priority areas of state policy in the field of education

Based on the analysis of the current state of the education system, in the context of the strategic guidelines for the development of education in the region until 2020, priority areas of state policy in the field of education are outlined.

In the system of preschool education:

Implementation of a set of measures to achieve 100% accessibility of preschool education for children aged 3 to 7 years;

Development and implementation of a set of measures to change the network of homogeneous preschool educational institutions into an updated multifunctional developing network of educational institutions of various legal forms;

Transition to new organizational and economic mechanisms;

Creation of conditions for investing in the system of preschool education by business structures, individuals;

Updating the content and improving the quality of preschool education.

In the system of general education:

Ensuring the availability of high-quality general education, regardless of place of residence, parents' income and the child's health status;

Competence (or competence) in literal translation from Latin means "related, corresponding". Usually, this term means the terms of reference of a person or institution (TSB, vol. 22, p. 292). The principle of professional competence is one of the main ethical principles of the work of a teacher-psychologist (section 4.3 of this chapter will be devoted to a detailed analysis of professional psychological ethics). It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving it to more qualified specialists. For example, not a single teacher would think of doing an operation if a child has an appendicitis attack, but for some reason some teachers consider themselves entitled to diagnose a student's abilities, his level of mental development, without taking any measurements. Thus, they act unprofessionally, violate the boundaries of their competence. The result of such unprofessional judgments may be a student's doubt about the professional qualities of a teacher (in the best case) or his disbelief in his own strength, a decrease in self-esteem (in more serious cases).

What is the professional competence of a teacher-psychologist?

1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualification. If the technique requires a higher level of skill, then it is necessary to replace the test with a simpler one in processing or undergo special training. The instructions for some methods (mostly Western ones) indicate the requirements for the user: A - the technique has no restrictions for use, B - the technique can only be used by specialists with higher psychological education, C - the technique can be applied by psychologists subject to additional training.

It is said that the advisory work of an educational psychologist is never based on a single theoretical approach. Indeed, in counseling, most psychologists are eclectic. But even with an eclectic approach, a professionally competent specialist will differ significantly from an incompetent one. The first one will select the most effective methods for working on a specific case, i.e., those that give the most reliable result at a minimum cost. The second one will choose for work what he knows best or what he remembered first of all.

3. Competence will also manifest itself if the educational psychologist refuses to conduct research or counseling in the area of psychology that he has not studied enough. Psychology is very vast, it is impossible to know all branches equally well in it. Just as in education, a rare teacher can teach physics and literature equally well. The same is true in psychology. A person specializing, for example, in the field of career guidance, may have a poor understanding of medical or forensic psychology, a professional in the field of social psychology may have a poor knowledge of pathopsychology, etc. An educational psychologist who is able to admit that he is not an expert in one area or another, has a genuine pedagogical tact and in no case should be ashamed of his ignorance.

The main areas of work of a teacher-psychologist have been described above. Recall that among them there are correctional, and developing, and socio-pedagogical, and managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual corrective or developmental work is better performed by introverts (people who are self-oriented), while cultural and educational or socio-pedagogical work often requires the opposite quality - extraversion (outward facing). A competent specialist owns all types of activities, some at a high level, others at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

Not all methods and tests are psychometrically tested. In order to prove that the technique measures precisely this quality (for example, intelligence quotient, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is called psychometric (the word is derived from two Latin roots: "psyche" - the soul and "metros" - to measure). Psychometric verification shows how stable the results of the methodology are against the action of extraneous factors (for example, how much the result of the test for diagnosing attention depends on the fatigue of the person at the time of testing), how accurate the measurements are, for which groups of people the method is intended, how stable its results are when repeated, whether the result obtained during the re-conduct will depend on random factors or whether it will show the progress of a person in the development of this quality, and a number of other indicators. Since these measurements are complex and require a large number of subjects and a long time, not all teachers carry them out. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or if there is no such manual, it is advisable to replace the method with another, more reliable one, or conduct the test yourself.

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates in various situations of communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words to support and encourage , and in order to scold or explain something. His orientation is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by a teacher-psychologist due to the fact that he knows his own characteristics, is confident in himself and knows how to quickly understand communication partners - their manner of speaking, features of temperament and character, communication style, which helps him to find convincing arguments for them. . Competence in communication is based on social sensitivity, the general level of a person’s culture, his knowledge of the ideological and moral rules and patterns of social life.

Knowledge of the world cultural heritage (literature, painting, music) helps to form stable moral norms of behavior and attitude towards the world and people, i.e. true communication skills. In addition, this knowledge helps to quickly understand the individual characteristics of students, and therefore, to find a common language with them, observing the norms of behavior. The teacher-psychologist should be aware of modern ideological trends and the moral code of the society in which he lives, and of world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students in solving worldview issues and thereby win a strong authority and respect on their part. Public life includes not only the structure of national and local (regional, city) authorities, although the teacher’s knowledge of their foundations is also important, but also the features of relationships in various social strata and groups (in production teams, families, between relatives, friends, in the service sector). , leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also be of great help.

4.2. professional competence of a teacher-psychologist

What is the professional competence of a teacher-psychologist?

1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualification. If the technique requires a higher level of skill, then it is necessary to replace the test with a simpler one in processing or undergo special training. The instructions for some methods (mostly Western ones) indicate the requirements for the user: A, the method has no restrictions for use, B, the method can only be used by specialists with higher psychological education, C, the method can be applied by psychologists subject to additional training.

It is said that the advisory work of an educational psychologist is never based on a single theoretical approach. Indeed, in counseling most psychologists are eclectic. But even with an eclectic approach, a professionally competent specialist will differ significantly from an incompetent one. The first one will select the most effective methods for working on a specific case, i.e., those that give the most reliable result at a minimum cost. The second one will choose for work what he knows best or what he remembered first of all.

3. Competence will also manifest itself if the educational psychologist refuses to conduct research or counseling in the area of psychology that he has not studied enough. Psychology is very vast, it is impossible to know all branches equally well in it. Just as in education, a rare teacher can teach physics and literature equally well. The same is true in psychology. A person specializing, for example, in the field of career guidance, may have a poor understanding of medical or forensic psychology, a professional in the field of social psychology may have a poor knowledge of pathopsychology, etc. An educational psychologist who is able to admit that he is not an expert in one area or another, has a genuine pedagogical tact and in no case should be ashamed of his ignorance.

The main areas of work of a teacher-psychologist have been described above. Recall that among them there are correctional, and developing, and socio-pedagogical, and managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual corrective or developmental work is better performed by introverts (people who are self-oriented), while cultural and educational or socio-pedagogical work often requires the opposite quality of extraversion (outward facing). A competent specialist is proficient in all activities, some at a high level, others at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

Not all methods and tests are psychometrically tested. In order to prove that the technique measures precisely this quality (for example, intelligence quotient, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is called psychometric (the word is derived from two Latin roots: "psyche" soul and "metros" to measure). Psychometric verification shows how stable the results of the methodology are against the action of extraneous factors (for example, how much the result of the test for diagnosing attention depends on the fatigue of the person at the time of testing), how accurate the measurements are, for which groups of people the method is intended, how stable its results are when repeated, whether the result obtained during the re-conduct will depend on random factors or whether it will show the progress of a person in the development of this quality, and a number of other indicators. Since these measurements are complex and require a large number of subjects and a long time, not all teachers carry them out. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or if there is no such manual, it is advisable to replace the method with another, more reliable one, or conduct the test yourself.

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates in various situations of communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words to support and encourage , and in order to scold or explain something. His orientation is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by a teacher-psychologist due to the fact that he knows his own characteristics, is confident in himself and is able to quickly understand communication partners, their manner of speaking, temperament and character, communication style, which helps him find convincing arguments for them. Competence in communication is based on social sensitivity, the general level of a person’s culture, his knowledge of the ideological and moral rules and patterns of social life.

Knowledge of the world cultural heritage (literature, painting, music) helps to form stable moral norms of behavior and attitude towards the world and people, i.e. true competence in communication. In addition, this knowledge helps to quickly understand the individual characteristics of students, and therefore, to find a common language with them, observing the norms of behavior. The teacher-psychologist should be aware of modern ideological trends and the moral code of the society in which he lives, and of world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students in solving worldview issues and thereby win a strong authority and respect on their part. Public life includes not only the structure of national and local (regional, city) authorities, although the teacher’s knowledge of their foundations is also important, but also the features of relationships in various social strata and groups (in production teams, families, between relatives, friends, in the service sector). , leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also be of great help.

4.2. Professional Competence
psychologist teacher

What is the professional competence of a teacher-psychologist?

1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualification. If the technique requires a higher level of skill, then it is necessary to replace the test with a simpler one in processing or undergo special training. The instructions for some methods (mainly Western ones) indicate the requirements for the user: A - the method has no restrictions for use, B - the method can only be used by specialists with higher psychological education, C - the method can be

applied by psychologists subject to additional training.

3. Competence will also manifest itself if the educational psychologist refuses to conduct research or counseling in the area of psychology that he has not studied enough. Psychology is very vast, it is impossible to know all branches equally well in it. Just as in education, a rare teacher can teach physics and literature equally well. The same is true in psychology. A person specializing, for example, in the field of career guidance, may have a poor understanding of medical or forensic psychology, a professional in the field of social psychology may have a poor knowledge of pathopsychology, etc. An educational psychologist who is able to admit that he is not an expert in one area or another, has a genuine pedagogical tact and in no case should be ashamed of his ignorance.

The main areas of work of a teacher-psychologist have been described above. Recall that among them there are correctional, and developing, and socio-pedagogical, and managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual corrective or developmental work is better performed by introverts (people who are characterized by their focus on themselves), and for cultural and educational or socio-pedagogical work, the opposite quality is often required - extraversion (outward facing). A competent specialist owns all types of activities, some at a high level, others at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

4. The principle of competence assumes that the educational psychologist will apply psychodiagnostic techniques or consultative techniques only after a preliminary check. Not all methods "measure" exactly what is indicated in the instructions for them, that is, it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure a child's level of knowledge in school subjects, so using such a technique, one can only tell at what level the child has mastered the school curriculum, and not what his level of intelligence is.

Not all methods and tests are psychometrically tested. In order to prove that the technique measures precisely this quality (for example, intelligence quotient, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is called psychometric (the word is formed from two Latin roots: "psyche" - soul and "metros" - to measure). Psychometric verification shows how stable the results of the methodology are against the action of extraneous factors (for example, how much the result of the test for diagnosing attention depends on the fatigue of the person at the time of testing), how accurate the measurements are, for which groups of people the method is intended, how stable its results are when repeated, whether the result obtained during the re-conduct will depend on random factors or whether it will show the progress of a person in the development of this quality, and a number of other indicators. Since these measurements are complex and require a large number of subjects and a long time, not all teachers carry them out. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or if there is no such manual, it is advisable to replace the method with another, more reliable one, or conduct the test yourself.

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates in various situations of communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words to support and encourage , and in order to scold or explain something. His orientation is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by a teacher-psychologist due to the fact that he knows his own characteristics, is confident in himself and knows how to quickly understand communication partners - their manner of speaking, features of temperament and character, communication style, which helps him to find convincing arguments for them. . Competence in communication is based on social sensitivity, the general level of a person’s culture, his knowledge of the ideological and moral rules and patterns of social life.

their ideological issues and thereby gain a strong authority and respect on their part. Public life includes not only the structure of national and local (regional, city) authorities, although the teacher’s knowledge of their foundations is also important, but also the features of relationships in various social strata and groups (in production teams, families, between relatives, friends, in the service sector). , leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also be of great help.

Course work

Competences of Educational Psychologists According to the Federal State Educational Standard of Higher Education of the Third Generation

Introduction

1. Description of competence OK-4

2. Description of the competence of GPC-2

3. Description of the competence of GPC-11

4. Description of the competence of SCP-8

5. Description of the competence of the PCCPP-6

6. Description of JPC-1 competence

7. Description of the competencies of SCRP-4

8. The experience of teachers in the application of competencies in the work

Conclusion

Bibliography

professional bachelor education teacher

Introduction

The concepts of "competence-based approach" and "key competencies" have become widespread relatively recently in connection with discussions about the problems and ways of modernization Russian education. Appeal to these concepts is associated with the desire to determine the necessary changes in education, including higher education, due to changes taking place in society.

Federal State Educational Standard of Higher Education vocational education in the direction of training 050400 "Psychological and pedagogical education" qualification "bachelor" consists of 7 points:

Application area

Abbreviations Used

Characteristics of the direction of training

Characteristics of professional activity of bachelors

Requirements for the results of mastering the main educational programs bachelor's degree.

Requirements for the structure of the main educational programs of the bachelor's degree.

Requirements for the conditions for the implementation of the main educational programs of the bachelor's degree.

The purpose of this work is to analyze the specific competencies of the educational standard in the direction of "Psychological and pedagogical education" qualification "bachelor".

Object - Federal State Educational Standard of Higher Professional Education in the direction of training 050400 "Psychological and Pedagogical Education" qualification "Bachelor".

The subject is the specific competencies of the standard being analyzed: OK-4, GPC-2, GPC-11, SCP-8, PCPP-6, PCD-1, PCNO-4.

To reveal the essence of each analyzed competence.

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

According to the plan for the preparation of bachelors, consider in which academic disciplines a specific competence can be formed, how many hours are devoted to the study of this discipline.

To reveal the structure of each considered competence.

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

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

1. Description of competence OK-4

The federal state educational standard of higher professional education in the direction of training 050400 "Psychological and pedagogical education" qualification "bachelor" provides that the graduate must have certain general cultural competencies (OK).

In general, general cultural competencies are understood as the ability of a person to navigate in the space of culture, it includes a knowledge component: the idea of scientific picture world, knowledge of the main scientific achievements, the idea of artistic values.

The general cultural competence of OK-4 provides that the graduate is ready to use the basic provisions and methods of social, humanitarian and economic sciences in solving social and professional problems.

Under the competence of OK-2 "ready to use the basic provisions and methods of social, humanitarian and economic sciences in solving social and professional problems" we mean the ability to professional activities aimed at transferring the culture and experience accumulated by mankind, creating conditions for acquiring a repertoire of personal, social and professionals of competencies that ensure the individualization, socialization and professionalization of the individual in the world of people and professions.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by: the need to prepare graduates to solve professional problems and typical social and professional tasks that arise in real situations of professional activity.

The structure of competence is "ready to use the main provisions and methods of social, humanitarian and economic sciences in solving social and professional problems":

The bachelor knows

The range of social and professional tasks of a teacher-psychologist, the structure of a professional task, the algorithm for solving a social and professional task, the stages of designing and solving a social and professional task, the criteria for evaluating the process of designing and solving a social and professional task.

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

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

Levels of formation of competence The main features of the level Threshold level - knows the range of social and professional tasks of a teacher-psychologist and their structure; - owns an algorithm for solving social and professional problems; - understands the stages of designing and solving social and professional tasks, the criteria for evaluating the design process; - able to solve social and professional problems. Advanced level - able to integrate knowledge of the humanities, social and economic sciences in solving social and professional problems; - can successfully solve social and professional problems of a specific educational level and a specific educational institution, in the relevant subject area; - is able to analyze their activities in solving social and professional problems.

The competence of OK-4, according to the curriculum of bachelors-psychologists of education, is formed in the process of studying the disciplines of the cycle B.1, B.2 and B.3, namely such disciplines as:

history (total 108 hours);

philosophy (total 108 hours);

Russian language and culture of speech (total 108 hours);

economics (total 108 hours);

conflictology (total 72 hours);

modern information technologies (total 72 hours);

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

basics of pediatrics and hygiene (total 108 hours);

workshop on modern information technologies (total 72 hours);

theory of training and education (total 108 hours);

history of pedagogy and education (total 72 hours);

multicultural education (total 72 hours);

Introduction to Psychological and Pedagogical Activities (total 108 hours);

history of psychology (total 108 hours);

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

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

Thus, the competence of OK-4 is formed by bachelors-psychologists of education throughout the study time in the study of 22 of the above disciplines.

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

Description of the competence of GPC-2

Professional competence is the ability of an employee to perform work in accordance with the requirements of the position, and the requirements of the position are the tasks and standards for their implementation adopted in the organization or industry.

General professional competence is aimed at forming the foundations of professional excellence, while laying the objectivity of professional thinking, here the person is attached to the spiritual and value context of the profession, she develops an orientation towards the profession, clear motivational needs for obtaining it.

General professional competence GPC-2 provides that the graduate is ready to apply qualitative and quantitative methods in psychological and pedagogical research. This competence is understood as the ability of students to apply the methods of theoretical and experimental research to achieve and build scientific knowledge. This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the following circumstances:

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

GPC-2 competence structure:

The bachelor knows

Basic methods of mathematical information processing;

methods of empirical and theoretical research;

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

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

Methods of mathematical processing of information;

The skills of using the methods of empirical and theoretical research in research and professional activities.

Planned levels of formation of the competence of GPC-2:

Levels of formation of competence The main features of the level Threshold level - knows the methods of mathematical processing of information; - able to reveal the essence of the methods of mathematical processing of information; - knows how to interpret information presented in the form of diagrams, diagrams, graphs, graphs, tables - knows the methods of theoretical and experimental research; - owns methods of processing experimental data Advanced level - can justify the use of this method of mathematical processing of information in a particular situation; - is able to determine the type of mathematical model for solving practical problems, including those from the field of professional problems; - owns the method of mathematical modeling - knows the main stages of theoretical and experimental research methods; - can justify the use of this method of scientific research in a particular situation, including in professional activities; - has experience in using scientific research methods in professional activities

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

term paper on PC (total 108 hours);

developmental psychology (total 108 hours);

psychology of children school age(total 72 hours);

psychology of adolescence (total 72 hours);

educational psychology (total 108 hours);

introduction to psychological and pedagogical activity (total 108 hours);

logopsychology with the basics of speech therapy (total 72 hours);

psychological and pedagogical diagnostics (total 108 hours);

age-related psychological counseling (total 108 hours);

psychological service in education (total 108 hours);

psychological and pedagogical diagnostic technologies and staffing of correctional educational institutions (total 72 hours);

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

Thus, the competence of GPC-2 is formed by bachelors-psychologists of education throughout the study time in the study of 17 of the above disciplines.

Description of GPC-11 competence

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

By this competence, we mean the formation of legal knowledge among students, for their further application, both in professional activities and in everyday life / the willingness to make choices and forms of behavior and actions that comply with the law in typical life situations regulated by law; ways of exercising rights and freedoms, as well as protecting violated rights; make decisions and take actions in strict accordance with the law; apply the laws governing public relations in the field of relations between the state and the individual, property and personal non-property ties, labor activity, criminal law protection of the individual, etc.; to fulfill civic obligations; critical ability to evaluate the events and phenomena of public life and the position of law and law; be responsible for the results of their actions and the quality of the tasks performed.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates who have the skills to correctly interpret laws and other normative international and domestic legal acts; legally correct qualification of facts and circumstances; orientation in special legal literature; a clear idea of the essence, nature and interaction of legal phenomena.

The structure of competence is "ready to apply in professional activities the main international and domestic documents on the rights of the child and the rights of persons with disabilities":

The bachelor knows

Legal norms regulating public relations in the field of relations between the state and the individual, property and personal non-property ties, labor activity, criminal law protection of the individual, etc.;

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

The mechanism for the application of regulatory legal documents in their activities to protect the rights and freedoms of a person and a citizen of the Russian Federation.

Planned levels of GPC-11 competence formation among university graduate students:

Levels of formation of competence The main features of the level Threshold level - to know the basic concepts of state and law, to determine their role in the life of society; - know the basic provisions of the Constitution of the Russian Federation; - know the rights and freedoms of man and citizen in the Russian Federation; - know the mechanisms for protecting human rights and freedoms in the Russian Federation; - have an idea of the relationship between the state and law, their role in the life of modern society; - demonstrates attention and respect for other people; - to determine the ways and means of activity, ways of behavior based on their own knowledge and ideas; - apply the acquired knowledge when working with specific legal acts; - to search for the necessary information to replenish legal knowledge; - own methods and means of communication in a team, social adaptation; - apply the theoretical foundations in the scope of the course being studied; - express your own opinion; Advanced level - to know the subject and method of the main branches of international and Russian law; - have an idea about the legal force of various sources of law and the mechanism of their action; - concepts of the rule of law and normative legal acts; - have an idea about the main branches of Russian law; - have an idea of the content of fundamental human rights and freedoms; - interpret and use legal information; - be able to use the sources of law - analyze the texts of legislative acts, rules of law from the point of view of the specific conditions for their implementation; - to state and argue their own judgments about ongoing events and phenomena from the point of view of law; - to carry out educational research and projects on legal topics; - resolve conflicts in a legal way; - participate in the use and preparation of draft legal acts relating to future activities; - apply the practical skills and techniques necessary to participate in professional activities.

psychology preschool age(total 72 hours);

educational programs for preschool children (total 72 hours);

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

educational programs elementary school(total 72 hours);

psychology of adolescence (total 72 hours);

qualitative and quantitative methods of psychological and pedagogical research (total 108 hours);

psychological and pedagogical interaction of participants in the educational process (total 72 hours);

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

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

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

psychological and pedagogical correction (total 72 hours);

educational and industrial practice.

Thus, the competence of GPC-11 is formed by bachelors-psychologists of education throughout the study time in the study of 12 of the above disciplines.

Description of the competence of SCP-8

The federal educational standard provides that a graduate must have professional competencies in the activities of psychological and pedagogical support of preschool, general, additional and vocational education (PKPP).

By this competence, we understand the awareness of the importance of the profession of a psychologist / the ability to carry out self-knowledge and self-education in personal and professional growth / is ready to promote the importance of the psychological profession.

the need to form an understanding of the social significance of the work of a psychologist;

value bases of professional activity.

Structure of competence of SCP-8:

The bachelor knows

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

knows the theory of motivation;

to carry out professional self-education and personal growth, designing a further educational route and professional career;

create and implement a model of professional activity;

Ways to promote the importance of professional activity.

Planned levels of competence formation among university graduate students:

Levels of formation of competence The main features of the level Threshold level - knows the importance of psychological and pedagogical education; - knows the value bases of professional activity in the field of educational psychology; - understands the need to participate in social and professional discussions; - knows the psychological and pedagogical foundations of motivation for professional activity. Increased level - is able to carry out self-knowledge and self-education in personal and professional growth; - is able to systematically analyze and choose psychological and educational concepts; - can solve various problems in the implementation of the educational process; - able to master different ways promoting the importance of the psychological and pedagogical profession for society; - owns technologies for designing and modeling professional activities.

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

self-determination and professional orientation of students (total 72 hours).

Thus, the competence of SCP-8 is formed by bachelors-psychologists of education in the study of one discipline.

5. Description of the competence of the PCCPP-6

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

The competence of the PKSPP-6 is defined as "the ability to effectively interact with teachers of a correctional educational institution and other specialists in the development of students in communicative, playful and educational activities."

By this competence, we mean building interpersonal relationships, correlating personal and group values / interests, working in a team, performing certain roles and being responsible for the overall result.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates who have the skills to work in a team (help, support, approval of each other's efforts); having the necessary social skills (leadership, communication, conflict management); capable of taking individual responsibility for working in a team.

Competence structure of the PKSPP-6:

The bachelor knows

Fundamentals of organizing work in a team (teamwork);

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

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

Planned levels of competence formation among university graduate students

Levels of formation of competence The main features of the level Threshold level - knows the basics of organizing work in a team (team work); - knows the basics of conflict theory; - has experience of working in a team (team); - understands the need for joint activities in interaction with others; - demonstrates attention and respect for other people Advanced level - able to organize the work of a team (team); - is able to identify the causes and take measures to resolve conflicts; - may be responsible for the results of joint work; - is able to make a tangible contribution to the work of the team, even if his personal interests are not taken into account

This competence, according to the curriculum of bachelors-psychologists of education, is formed in the process of studying the disciplines of cycle B.3, namely such disciplines as:

pathopsychology (total 108 hours).

Thus, the competence of PKSPP-6 is formed by bachelors-psychologists of education in the study of one discipline.

6. Description of JPC-1 competence

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

The competence of JPC-1 is defined as "capable of organizing playful and productive activities for preschool children."

Under this competence, we mean the possession of a university graduate with technologies and methods for solving pedagogical problems in teaching, educating and developing the personality of preschoolers, taking into account the specifics of the field of subject knowledge and the type of educational institution.

Competence structure of JPC-1:

The bachelor knows

The essence of modern methods and technologies;

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

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

to analyze information from the position of the problem under study;

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

Planned levels of competence formation among university graduate students

Levels of formation of competence The main features of the level Threshold level - knows the theoretical and methodological foundations of training and education; - knows the essence of modern methods and technologies; - is able to analyze information from the position of the problem under study Advanced level - knows the criteria for assessing the quality of the educational process at a specific educational level of a particular educational institution; features of the educational process at a particular educational level of a particular educational institution; - knows how to use modern methods and technologies at a specific educational level of a specific educational institution; - owns technologies for ensuring the quality of the educational process at a specific educational level of a specific educational institution

This competence in curriculum bachelor-psychologist education is not prescribed, but we assume that it can be formed when studying the disciplines of cycle B.3, namely in such disciplines as

Psychology of preschool age (total 72 hours);

educational programs for preschool children (total 72 hours).

Thus, the competence of PKD-1 can be formed in bachelors-psychologists of education in the study of two disciplines.

7. Description of the competencies of SCRP-4

The federal educational standard provides that a graduate must have professional competencies in educational activities at the primary level of general education (PKNO).

The competence of PCOS-4 is defined as "ready to create conditions that facilitate the adaptation of children to the educational process at initial stage teaching at school."

Under the competence of PCOS-4, we mean the ability to create conditions that will facilitate the adaptation of children of primary school age at the beginning of schooling.

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

forecasting further developments in the education and upbringing of schoolchildren.

Competence structure of PCNW-4:

The bachelor knows

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

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

predict further development events in the education and upbringing of children;

Skills for checking, assessing the level of education and upbringing of schoolchildren;

Planned levels of formation of the competence of PCNO-4:

Levels of competence formation The main features of the level Threshold level - has an idea about the theory of training and education, about diagnosing the achievements of students and pupils; - knows how to select methods for checking and evaluating the level of education and upbringing of schoolchildren, statistically process and analyze data; - able to suggest ways of solving individual life problems child. Advanced level - knows the theory of education and upbringing, the theory of diagnosing the achievements of students and pupils; - is able to apply appropriate methods for checking and evaluating the level of education and upbringing of schoolchildren, statistically process and analyze data; identify dynamics and trends, predict further developments in the education and upbringing of children; - is able to plan and implement effective ways to solve the individual life problems of the child.

This competence is not spelled out in the curriculum of bachelors-psychologists of education, but we assume that it can be formed in the process of studying the disciplines of cycle B.3, namely such disciplines as:

developmental psychology (total 108 hours);

Psychology of children of primary school age (total 72 hours);

educational programs of elementary school (total 72 hours).

Thus, the competence of PCPE-4 is formed in bachelors-psychologists of education in the study of the three above disciplines.

8. The experience of teachers in the application of competencies in the work

Consider in this chapter how teachers apply the competencies analyzed in this course work in their professional activities.

Competence OK-4: ready to use the main provisions and methods of social, humanitarian and economic sciences in solving social and professional problems.

We believe that in their professional activities, every educational psychologist uses the basic provisions and methods of social, humanitarian and economic sciences in solving social and professional problems.

For example, in the article "In world tour: plot training for fifth-graders" in the magazine "School Psychologist" No. 4, 2009 describes 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 the transition of children from elementary to secondary school.

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

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

This competence is well considered in the article "Poster for diagnostics" from the journal "School Psychologist" No. 7, 2009. In the article, the author Yu. Pavlyuk shares his experience in creating a special diagnostic package for diagnosing the psychological problems of schoolchildren: anxiety, communication, etc. At the same time, talking about each diagnosis, the author dwells in detail on the qualitative and quantitative methods used in a particular diagnostic technique.

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

Experience in the application of this competence is described in the article "Family conflicts and ways to resolve them" in the journal "School Psychologist" No. 10, 2008. The article discusses family relationships and family conflicts: "Examples of family relationships for many students of an auxiliary school turn out to be negative Therefore, without prejudice to the feelings of children, show them the possibility of the existence of other relationships. This can draw their attention to the moral ways of building their relationships in their own future family. " The author of the article, when analyzing family conflicts, dwells separately on legal acts from the Family Code of the Russian Federation, which can be applied in practice in resolving family conflicts.

Competence of SCP-8: able to form the psychological readiness of a future specialist for professional activities.

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

preparation, implementation and processing of diagnostic results;

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

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

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

holding large cognitive and gaming events, such as "Geographical Journey", "Farewell to the ABC", "Robinsonade", etc., in which children, parents and teachers participate.

We listen to students' suggestions and find the best solution for everyone. The main thing for us, psychologists, is the motivation of students, then their head works well, and there is a lot of enthusiasm, and the work is done faster and better.”

Competence of PKSPP-6: is able to effectively interact with teachers of a correctional educational institution and other specialists on the development of students in communicative, playful and educational activities.

The experience of psychologists with the use of this competence is considered in the article "Is it easy to be a young ... specialist" in the journal "School Psychologist" No. 19 for 2005. The author A. Shadura tells that "many graduates want to work in consulting institutions, shying away from "field" activities at the forefront of education. But, of course, it is not easy to get into such an institution right away, because they need experienced people, and university graduates cannot yet be attributed to this category. And if you suddenly have such an opportunity , do not rush to take advantage of it: the fate of the young in the center is often a "rough" job... Get ready for the fact that you will be sent with papers to the administration, to schools for meetings, you will sit in the registry, replacing a sick registrar, etc. ."

According to the author of the article A. Shadur, you still need to start a career in the “field”, where you can independently build your professional path, focusing on the microenvironment in which you find yourself. And do not be afraid of the apparent futility of their efforts. Firstly, if not all good grains germinate, and secondly, remember that the task of a novice specialist is to gain experience. After the institute, practical vocational training is just beginning, and this is universal for any sphere of human activity.

Then the author talks in more detail about how a novice educational psychologist needs to properly interact with teachers of a correctional educational institution and other specialists on various issues of student development.

Competence of PKD-1: able to organize playful and productive activities for preschool children.

In the article "The Development of Attention in Preschool Children" on the website of the journal "Psychology: mental processes, personality development" the author describes his many years of experience in developing attention in preschoolers when they are involved in gaming activities, presents methods and various options games for preschoolers.

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

This competence is described in the article "Become a flower" in the journal "School psychologist" No. 22 for 2006, in which the author Irina Tuzovskaya, a teacher-psychologist from the Kemerovo region, gives various options for games that facilitate the adaptation of children of primary school age to learning in school, for example, such games as: "Flower", "Two drawings", "City", etc.

Conclusion

In the course work, seven competencies were considered in detail, which are mandatory for the formation of students according to the third generation of the Federal State Educational Standard of Higher Professional Education. Also, those academic disciplines were prescribed in which these competencies can be formed throughout the entire time of study of a bachelor-psychologist of education.

The new philosophy of higher professional education is distinguished by a focus on providing High Quality training of a specialist, the formation of his competence. In modern world educational practice, the concept of competence acts as a central, "nodal" one, since competence, firstly, combines the intellectual and skill components of education; secondly, the concept of "competence" contains the ideology of interpreting the content of education, formed "from the result" ("output standard"); thirdly, competence has an integrative nature, incorporating a number of homogeneous skills and knowledge related to broad areas of culture and activity (professional, informational, legal, etc.).

The content vectors of this approach emphasize the practice-oriented orientation of educational programs of higher education. Competence is operational. In addition to the system of theoretical and applied knowledge, it includes cognitive and operational-technological components. In other words, competence is a set (system) of knowledge in action. The acquisition, transformation and use of knowledge are active processes, therefore, the structure of competence also includes emotional-volitional and motivational components. Therefore, an indispensable and indispensable condition for a student to acquire competence as a result of vocational education requires his active (subjective) position in the educational process.

Target term paper- 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.

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