The role of research activities in the formation of occupation-specific personality traits of pedagogical linguists

Vikulina, Maria A.; Sorokoumova, Galina Veniaminovna; Shurygina, Olga V.

doi:10.17223/15617793/431/20

Cited by 2 publications

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“…• the first stage involves the formation of psychological readiness for career choice the main component of which is the formation of the motivational component of psychological readiness for career choice [1]; • the second stage refers to the formation of psychological readiness to master the profession in the process of theoretical education: mastering universal, general professional, and professional competencies, developing one's personal potential (intellectual, communicative, motivational, emotional and volitional, spiritual and moral) [2]; • the third stage comprises the formation of psychological readiness to realize oneself in the profession in the process of practice, writing a graduate qualification work, and research activity [3] and outside the educational activity in the process of passing psychological training and seminars [4]; • the fourth stage signifies the formation of complete psychological readiness for the profession: a combination of a high level of motivation, creativity, and professional selfactualization [5]. This analysis indicates that professional self-actualization is the most important component of the professional personality.…”

Section: Introductionmentioning

confidence: 99%

Development of psychological culture as a condition for effective personal self-actualization

et al. 2021

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The article examines the problem of personal self-actualization through the lens of psychological culture, approaches to the definition of psychological culture are presented, and the struсture of psychological culture and ways of its development are considered. The article reviews the methods that go beyond the activities of educational institutions: volunteer work, social and psychological training, methods of expressive psychotherapy (art therapy, movement and dance therapy, music therapy, and neuroacoustics – sound therapy), etc. Based on the ecopsychological approach, psychological culture is suggested to be defined as a set of actions to create optimal internal conditions for the development and self-modification of the personality, to cultivate a subject of activity capable of taking action, coordinating its activity with the natural, social, spiritual. and moral (value and meaning) foundations of interaction with the surrounding world and oneself. The article analyses the results of the study of the effect of psychological culture on the development of self-actualization of teachers in refresher courses. At the ascertaining and control stages, the level of self-actualization of teachers in the control and experimental groups was assessed using the Self-Actualization Test (SAT). At the formative stage, teachers of the experimental group participated in a program for the development of psychological culture. The ecopsychological approach with principles developed on its basis and the stage-by-stage nature of the development of new mental functions serves as a basis for constructing the technology for implementing the program for the development of psychological culture in specialists. The reliability of the test results and differences in the mean values are assessed using the Wilcoxon signed-rank test. The formative program shows the effective influence of psychological culture development on personal self-actualization.

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Section: Introductionmentioning

confidence: 99%

Development of psychological culture as a condition for effective personal self-actualization

et al. 2021

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Educational and Industrial Practices of Junior Students as an Effective Method of Forming the Project Competence of Future Teachers

Sorokoumova¹,

Потапова²

2022

Pedagogical Review

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Рассматривается проектная компетентность как составляющая воспитательной компетентности и необходимой составляющей профессиональной компетентности педагога. На основе теоретического анализа предлагается определение проектной компетентности учителя, этапы формирования проектной компетентности студентов – будущих педагогов в образовательном пространстве вуза. Описывается содержание учебной (ознакомительной), учебной (проектно-технологической) и производственной (проектно-технологической) летней практик студентов. Описывается исследование по оценке эффективности практик студентов 1–2-х курсов и их влияния на формирование проектной компетентности. Основным методом исследования выбрана экспертная оценка основных составляющих проектной компетентности студентов: умение проектировать деятельность (анализировать информацию, формулировать проблему, ставить цель проектной деятельности, планировать деятельность и проектировать конечный продукт); умение организовывать проектную деятельность (реализовывать, контролировать и корректировать проектную деятельность, оценивать результат); умение эффективно общаться (организовывать и планировать учебное сотрудничество) и креативность. Анализ результатов исследования показал, что без специально организованной целенаправленной работы (у студентов контрольной группы (КГ)) проектная компетентность не формируется, а у студентов экспериментальной группы (ЭГ) произошли существенные изменения по всем составляющим проектной компетентности под влиянием реализуемых учебных и производственных практик. Учебная (ознакомительная), учебная (проектно-технологическая) и производственная (проектно-технологическая) практики являются эффективными методами формирования проектной компетентности будущих педагогов и тем самым влияют на развитие воспитательной и профессиональной компетентности будущих педагогов. The article considers project competence as a component of educational competence and a necessary component of professional competence of a teacher. Based on the theoretical analysis, the definition of the project competence and the project competence of the teacher, the stages of the formation of the project competence of students – future teachers in the educational space of the university is proposed. The content of educational (introductory), educational (design-technological) and production (design-technological) summer practices of students is described. A study is described to assess the effectiveness of practices of 1-2 courses and their impact on the formation of students’ project competence. The main method of research we chose an expert assessment of the main components of students’ project competence: the ability to design activities (analyze information, formulate a problem, set a goal for project activities, plan activities and design the final product); the ability to organize project activities (implement project activities, monitor and adjust project activities, evaluate the result); the ability to communicate effectively (organize and plan educational collaboration) and creativity. Analysis of the results of the study showed that without specially organized purposeful work (students of the control (KG) group) project competence is not formed, and students of the experimental (EG) group there have been significant changes in all components of project competence under the influence of the educational and production practices implemented by us. Conclusion. Educational (introductory), educational (design and technological) and production (design and technological) practices are an effective method of forming the project competence of future teachers and thereby affect the development of educational and professional, in general, the competence of future teachers.

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The role of research activities in the formation of occupation-specific personality traits of pedagogical linguists

Cited by 2 publications

References 0 publications

Development of psychological culture as a condition for effective personal self-actualization

Development of psychological culture as a condition for effective personal self-actualization

Educational and Industrial Practices of Junior Students as an Effective Method of Forming the Project Competence of Future Teachers

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