Psychological Competence of Educator as a Prerequisite of Effective Developmental Interaction with Students

Фурман, Оксана; Гірняк, Андрій

doi:10.32626/2227-6246.2020-50.236-266

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…Professional competence covers the field of knowledge and methods of forming a set of skills and determines the dependence of the development of this competence on the quality of professional activity. The level of psychological competence of influences significantly on the quality of organization and effectiveness of full-fledged developmental interaction with the students in modern instituton of higher education [10].…”

Section: Reflexive Component Of Professional Competence Of Future Psy...mentioning

confidence: 99%

Psychological Features of Development of Professional Reflexive of Future Psychologists

Aleksіeіenko-Lemovska

2022

ISJEL

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The article analyzes the professional reflection in the structure of professional competence, as a result of the training of future psychologists, that includes the readiness of the psychologists to evaluate and self-assess professional activity and the results obtained, to make timely adjustments to professional activities, to carry out analysis and forecasts. It is determined that in the professional activity of the psychologist’s intellectual, cooperative, social-perceptual, personal and communicative types of reflection are presented. Reflection carries out design, organizational, communicative, semantic, motivational, corrective functions. Reflexive skills that are characterized by generalization, possessing the property of transfer, and promote the development of other types of skills, provide self-regulation activities and interaction, self-improvement and self-development of the psychologist’s personality. In the process of reflection the self-knowledge, self-development and self-regulation of personality are provided. Reflection involves self-control, consciousness of action. The professional reflection of a qualified specialist in the field of practical psychology is multidirectional, coregent and multi-level, is considered as an ability that ensures the formation of the skill of systematic analysis with further creative activation of one’s professional activity and therefore requires purposeful formation. In the concept of professional development of the psychologists, reflection is seen as a means of solving intrapersonal contradictions, the cause of which is inconsistency between “I-real”, “I-ideal” and “I-reflexive”. The result of personal reflection is the “image of me” of the psychologist as a generalized system of representations of the subject about itself, formed as a result of the processes of awareness of itself in three complementary systems: in the system of professional activity, in the system of professional communication and in the system of personal development. The systematic exercise of reflexive activity by the psychologist helps to establish its professional competence. That is why future psychologists need the formation of professional reflection of already while studying in a higher educational institution, in order to develop and improve them during their professional activities.

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Section: Reflexive Component Of Professional Competence Of Future Psy...mentioning

confidence: 99%

Psychological Features of Development of Professional Reflexive of Future Psychologists

Aleksіeіenko-Lemovska

2022

ISJEL

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Methodological justification of psychological variables of empirical research efficiency of modular-developmental interaction

Hirniak¹,

Hirniak²

2021

PSM

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The article is devoted to the problem of psychological filling with content the quality of higher education and the effectiveness of developmental interaction of its participants in the conditions of modern information society. Innovative modular-developmental interaction is considered as a complex subject of socio-psychological and educational-pedagogical research, which requires a separate scientific study and is presented simultaneously in several perspectives of psychological cognition: a) philosophical-analytical (from a concept to the category); b) methodological (from explanatory approaches to the author’s model); c) theoretical-psychological (from the designed model to the holistic knowledge system); d) instrumental-psychological (from educational scenarios and modular educational-book complexes to psychological methods and techniques of its implementation). For an empirical study of the effectiveness of modular-developmental interaction we have substantiated a number of psychological variables (innovations) on a well-established and systematically reflected basis, one of the differentiation dimensions of which were the types of developmental exchange (information-knowledge exchange, normative-business exchange, value-semantic self-exchange, spiritual-semantic superexchange), and the other one – innovation-psychological conditions of fundamental experimentation, in particular, groups of conditions for creating an innovation-psychological climate at HEI ((higher education institution) organizational-psychological, developmental-psychological, program-methodical (including psycho-artistic) and expert-psychological). Based on the methodological definition of these two criterion-based and logically differentiated vectors, a table-matrix is created, the internal content of which is a system of interrelated 16 psychological variables of a complexly structured psychological-pedagogical experiment. Each of these variables is characterized by empirical specificity of psychological content, and together they form a holistic functional field of experimental activity concerning practical verification of the effectiveness of initiated changes and the system of proposed innovations.

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Psychological efficiency of organizational technology of modular developmental interaction in the space of HEI

Hirnyak¹

2022

PSM

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n the article modular-developmental interaction is considered as an integral attributive core of the defended innovative educational model, marked by the original organizational climate of the institution, by psychosocial space of parity educational cooperation, psycho-artistic technologies of real educational interaction and problem-dialogue techniques of a full-fledged educational process implementation. It appears as a scientifically designed, psycho-artistically embodied and organization-technologically carried out an innovative-psychological co-activity of participants in the educational process, aimed at obtaining, processing, transforming and self-creating of common tangible or intangible (process, state, image, etc.) object of cognition-construction according to personal tasks of vitacultural development of each participant as a subject, personality, individuality and universum. It is empirically argued that the innovative model of cyclical development of modular-developmental interaction between participants in the educational process of modern HEI (higher educational institution) is much more effective than the classical-academic system of education. In particular, the introduction of experimental variables in three universities of Ukraine (West Ukrainian National University, Odessa National University named after I.I. Mechnikov, Poltava National Pedagogical University named after V.G. Korolenko) made it possible to increase the overall effectiveness of lessons (trainings) (expert-psychological methodic by A.V. Furman), led to a statistically significant increase in intellectual, emotion-volitional, communicative indicators of experimental groups representatives (it had been diagnosed with 16-factor personality questionnaire by R. Kettel), caused constructive changes of typical models and strategies of personality interaction (it had been identified by the methodic of diagnosing interpersonal relationships by T. Liri, K. Thomas’ test “Types of behavior in a conflict”), and also provided the step-by-step development of academic groups as harmonized student groups (modified sociometry of J. Moreno). As a result, the idea of psychological determinants of the projective transition of domestic higher education from directive-extensive to psychologically intensive models of youth socialization on the basis of parity was significantly expanded and the form-content advantages of the system of modular-developmental learning by A.V. Furman were clarified, which provides a socio-culturally mediated space of continuous development-dialogical interaction between the subjects of the educational process.

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Psychological Competence of Educator as a Prerequisite of Effective Developmental Interaction with Students

Cited by 3 publications

References 4 publications

Psychological Features of Development of Professional Reflexive of Future Psychologists

Psychological Features of Development of Professional Reflexive of Future Psychologists

Methodological justification of psychological variables of empirical research efficiency of modular-developmental interaction

Psychological efficiency of organizational technology of modular developmental interaction in the space of HEI

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