Professional activity of future pedagogical psychologists in modern educational conditions

Abstract

The relevance of the study is determined by the need for scientific analysis of the formation of future teacher-psychologists' readiness to self-development of professional competences, including project competences, and its wide testing in the educational process. To date, the resources of psychological readiness are not sufficiently involved in the professional training of specialists. The increasing importance of education project support determines new trends in the training of graduates specializing ‘Pedagogy and Psychology’. The purpose of the article is to expand the ideas about the professional formation of a specialist-psychologist through the specification of the concept of ‘readiness to design professional activity’, which is understood as the variability of integration and interaction between various personality structures and activity conditions of the educational environment. Dialectical principles were used as the leading methodological basis of the study, which allowed us to identify the main characteristics of the studied phenomena and processes in their interrelation, to determine the trends of their formation and development. The methods of system, structural, functional and comparative analysis, methods of groupings and expert evaluations, questionnaires, socio-pedagogical modelling and pedagogical design, diagnostics of the quality of education, statistical methods of processing the results of the study were used in conducting a comprehensive study. The article provides a theoretical and methodological analysis of the readiness of future pedagogical psychologists to design professional activity in the context of a comprehensive study. This study includes a survey of graduate students specializing ‘Pedagogy and Psychology’ atuniversities of the Republic of Kazakhstan, as well as expert evaluation, which allows to objectively assess the psychological potential of psychologists-graduates, to predict the features of their project work in the educational environment.

The significance of the research: 1) the contribution of American, European, Russian and Kazakhstani researchers to the disclosure of the issue of readiness of teacher-psychologists of universities to professional project work in the educational environment is generalised; 2) the significance of the personal component of professional readiness to design professional activity is revealed; 3) the expert evaluation of the effectiveness of teacher-psychologists' training to design in the educational environment is given.