Structural and Logical Model of Educational and Professional Training of Psychologists in the Modern Innovative Educational Environment of Establishments of Higher Education
DOI:
https://doi.org/10.32626/2227-6246.2022-58.26-42Keywords:
psychology, establishment of higher education, ёёeducational and professional training, innovative educational environment, future specialistsAbstract
The purpose. The purpose of the research is to develop a structural and logical model for the educational and professional training of psychologists in the innovative educational environment of establishments of higher education. In accordance with the set goal, the main tasks are defined: analysis of the demands placed on the psychologist in modern conditions; determination of the ratio of theoretical, practical and applied disciplines in educational professional programs; development of a professional training model in the modern innovative educational environment of establishments of higher education.
Methods of the research. To implement the key tasks, a set of scientific research methods was used: theoretical analysis, generalization, comparison, systematization, theoretical modeling, and scientific interpretation.
The results of the research. The structural-logical scheme of professional education in the field of psychology provides for the formation of components of general and professional training in a structural-logical sequence. The components of general training, which provide a basic level, appear first in the educational trajectory. The next level is fundamentally important for the formation of professional competences, it is provided by the educational components of professional training − these are theoretical, practical and applied disciplines responsible for the content component of the educational and professional program. Its competence component largely depends on its integration with psychological practice. Taking this into account, the structural and logical scheme of the discipline provides for the planning and completion of educational and professional practices by higher education students. The formation of competencies necessary for the implementation of innovative forms of professional training is ensured by a scientifically oriented approach to obtaining higher education. All these components form a continuous model of professional education.
The analysis of educational and professional programs shows that today it is important to solve the following problems in the system of higher professional education of psychologists: the need to use system analysis in solving the tasks of professional training of future psychologists; revision of the ratio in educational professional programs of theoretical, practical, and applied disciplines in accordance with the psychologist’s activity model in the conditions of psychological practice; increased volume of educational and methodological training and introducing professionally oriented methods of psychological work into the educational process; increased significance of psychocorrective, psychorehabilitation orientation of psychological work, provision of psychological assistance in crisis situations; development of an anticipatory learning strategy aimed at studying current trends in psychology.
Conclusions. Summarizing the theoretical and methodological positions regarding research, a conceptual model of professional training of psychologists in establishments of higher education has been developed, which provides for multi-level variable education and is provided by four content components: theoretical, practical, applied and scientific.
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