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Section 11. Psychology
Section 11. Psychology
Lekerova Gulsim Zhanabergenovna, doctor of psychological sciences, professor, M. Auezov South-Kazakhstan State University Issabaeva Ayman Sagintayevna, doctor Phd of pedagogics, M. Auezov South-Kazakhstan State University Nurbekova Aida Muratbekovna, doctor Phd of pedagogics, M. Auezov South-Kazakhstan State University Kabylbekova Zauret Berdikulovna, doctor of pedagogical sciences, M. Auezov South-Kazakhstan State University Alipbek Ardak Zauirbekovna, doctor Phd of pedagogics, South-Kazakhstan State pedagogical institute E-mail: [email protected]
Psychological accompaniment of professional training of students
Abstract: Psychological accompaniment of professional training of students — a new direction in psychological science and practice. It is based on the humanization of relationships in society that need to be revised, the revaluation of all components of the educational process. In this case, the basic meaning of upbringing and education process of high school is the development of students. Precisely the development of students should be a measure of the quality of high school teachers’ work throughout the education system. Formation of professional qualities, knowledge and skills of the teacher and the student is the basis of the pedagogical process.
Keywords: activity, motives, psychology, work, extrinsic negative motivation.
Introduction
An analysis of the literature allowed us to determine that today in the science there are two relatives within the meaning of the term “psycho-pedagogical accompaniment” and “psycho-pedagogical support” (some authors identify separately the concept of “pedagogical support”, “psychological support”, “psychological accompaniment”, “pedagogical accompaniment”).
Foreign psychologists and educators paid attention to problems of psychological support. A special contribution to the development of this concept have A. Bayard, Robert Burns, etc. [1, 16-17]. They maintained that any person has the possibility for a positive and constructive development that the source and the internal forces of personal growth are inside of a person, not outside. Since the investigations of R. Burns, support in terms of education is not divided into psychological and pedagogical.
In modern Russian science pedagogical support has found its development in the works of Bozovic L. I., Miti-na G. V and others.
The concept of «pedagogical support» was introduced in the modern domestic pedagogy by O. S. Gazman [2, 19]. Further development of this concept was obtained in works ofN. B. Krylova, considered it as helping children to solve their problems in terms of the institution, successful socialization [3, 23].
The concept of «pedagogical support» from the O. S. Gazman — is the process of working together with the teacher to determine their own interests, goals, capabilities and solutions to problems (overcoming obstacles) hindering the student in the way of its development with the preservation of human dignity and self-achievement of the desired results in education, self-education, communication, lifestyle.
“Psychological support” is considered in the works of A. A. Bodalev — as a condition for creating a friendly psychological climate, A. G. Asmolov — as a assist to child in its development, O. S. Gazman — as a support of a child in individual development, self-realization, A. V Mudrik — as a help in the social upbringing.
N. B. Krylova allocates pedagogical (problem solving of studying and education), psychological (problems of internal
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growth and identification) and moral (the solution ofmoral conflicts) types of support and links it with cooperation processes: sympathy, empathy, cooperation, which help the person on the path of self-development. Thus, were combined psychological and educational components ofthe maintenance process [4, 35].
Theoretical Part
Almost in all the works we studied special stress lays on the education and studying of various groups in childhood and adolescence. The problem of psychological and pedagogical accompaniment of development of the individual is presented as a system of teacher professional activity aimed at creating the conditions for successful learning and psychological development of the individual and as a basis for interaction between the subj ects of education and training in dealing with problems associated with the process of education.
We are close to the approach proposed by E. F. Zeer [5, 34]. The term “psychological support”, he understands the whole process of research, formation, development and professional growth of the individual correction.
Under the psychological accompaniment of the professional training of high school students, we understand a continuous process of learning, formation and improvement of the professional activity of the teacher and students, carried out by the subjects of pedagogical process in situations of interaction.
The purpose of psychological accompaniment of the professional training of students of high school — is to help students to fully realize their abilities, knowledge and skills to achieve success in professional and educational activities.
The process of psychological accompaniment of the professional training of students of high school can be estimated on the basis of criteria and indicators. After reviewing the proposed literary sources, in the research, we isolated generally accepted criteria: gnostic, activity, motivation is most accurately reflect, in our opinion, the specificity of the process.
Gnostic criterion determined by the level of knowledge of the teacher, the student: knowledge of the essence of the pedagogical process of high school, its specificity; knowledge of psychological and pedagogical features of the committer; knowledge of methods, forms and technologies of pedagogical activity; knowledge of teaching skills providing success in the professional work of the teacher.
The activity criterion is determined by the level of skills that are available to teachers, students: the ability to exercise in practice the pedagogical skills to ensure success in the work; ability to carry out in practice the psychological and pedagogical requirements for teaching activities; reflection of activities, their qualities and skills.
Motivational criterion is determined by the importance of public awareness of the educational activities, personal interest in educational activities, the desire to realize themselves in it.
During the study, we found it necessary to consider the characteristics of pedagogical high school, affecting the effectiveness of educational activities, and the possibility of psychological and pedagogical accompaniment of professional training of the student — teacher.
The Practical Part of the Research
Among the features we highlight common to all universities, to influence them is not always possible due to objective factors, and to take into account the need for teaching and private universities, which we influenced during his studies [6, 33].
In our opinion, the common features for high schools are:
- Low material support of teachers and universities;
- Frequent changes of directions of development of higher education due to the difficult political and economic situation in the country as a whole;
- Short-term teacher communication with students;
- Repeatability of teaching;
- Acmeological and andragogical features (different age, work experience, a different level of pedagogical knowledge and skills, especially adult education, etc.).
Specific features for the pedagogical universities are:
- Specifics of personnel recruitment of teachers (lack of teachers of psycho-pedagogical training, skills in the field of “human-human” motivation to improve the psycho-pedagogical training);
- The lack of teachers’ desire and interest in improving educational component of their professional activities;
- The absence of well-functioning system of diagnostics of pedagogical skills, abilities and motivation to teaching;
- The inability of the teacher to improve their pedagogical skills and develop the teaching abilities;
- Insufficient number of allocated hours for self-study teacher.
We offer a model of psychological services in the high school. Solution of the task of expert preparation in a particular professional field is impossible without an complex system of psychological support, which, in turn, requires an educational institution a clear organizational structure dedicated to this activity.
The concept of our model of psychological services at the university involves the creation of an organizational model of the psychological support of the educational process, which will be able to respond adequately to the needs of the educational environment of the university.
The complexity of the tasks facing the created psychological service requires an appropriate status. The most optimal, we consider the following variant of psychological service — a university-wide structural unit of a Center of psychological support for students and teachers.
The main objective of the Centre — Facilitate the implementation of the humanistic goals of higher education, full personal and professional development of students in the educational process, the preservation of mental health, psychological support and assistance to all subjects of the educational process.
The main tasks of the Center are:
- Identification and classification of psychological problems of students, their causes and ways and means to resolve them;
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Section 11. Psychology
- Psychological support of younger students to adapt to the educational and professional activities in a new social environment and information;
- Assist students in determining their capabilities, on the basis of abilities, interests, health status;
- Formation of students’ ability to self-determination and self-development, learning motivation;
- Prevention and overcoming of deviations in the social and psychological health and personal development ofstudents;
- Creation of the office of psychological relief and correction;
- Development of legal documents of psychological services in higher education;
- Psychological support to teachers in order to prevent burnout and motivation of teaching.
Domestic and foreign authors note the high level of neuropsychiatric disorders among students. The leading place in the structure of nervous and mental disease of students belongs to neuroses. Neurosis arises on the basis of mental conflict, which is the result of interaction of psycho-traumatic information with personality characteristics on the background of lack of protective mechanisms. Neurosis is regarded as a disease of unmet needs [7, 18].
As a social and psychological factors that cause emotional stress and lead to the emergence of neurotic disorders, it can be called deadaptation of student in the beginning of training and professional work in the new educational and social environment.
Conclusion
One of the characteristics that provide psychological security environment in the field of vocational education is the presence of special conditions, not only professional, but also personal development of students. All the more urgent in the area of activity of psychological services at the present stage is
to ensure the psychological health of the student’s personality, which is the basis, the foundation on which will be built a process of professional development.
The main content of practice for the psychological service becomes psycho hygienic ensure of the educational process. It is necessary to register and prevent major traumatic factors of student life in the period of adaptation to the conditions of training on younger courses, psycho-correctional work with students, the lack of integration in the new environment, consultative and diagnostic assistance in conflict situations throughout the training period.
This work provides invaluable practical material for improving the learning process through the timely prediction of actual problems in preparing students for today’s rapidly changing socio-economic situation of the society [8, 77].
Creation of effective organizational form of psychological services in a particular institution is impossible without improving the normative legal base governing its activities.
We have also presented the organizational and pedagogical model of psycho-pedagogical accompaniment of professional activity of a young school teacher; analyzes the implementation of this process; shows the trend in relation to the teaching activities in teachers who participated in the experiment of our study.
We have developed the content traditionally distinguished by researchers who make up the organizational and pedagogical model: objectives, functions, forms, methods, means, content of the activity onto experiment stages and performance criteria.
Under the psychological accompaniment of professional activity of school teachers meant a continuous process of learning, formation and improvement of the professional work of the school, teacher carried out by the subjects of the pedagogical process in situations of interaction.
References:
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2. Lekerova G. J. Features of the organization and conduct of professional orientation to teaching profession in the field of education.//The Psychology of learning Moscow. - 2007. - № 9. - Р. 100-109.
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