Педагогічні умови формування конкурентоздатності майбутніх психологів у процесі фахової підготовки

Abstract

У дисертації обґрунтовано та експериментально перевірено дієвість педагогічних умов формування конкурентоздатності майбутніх психологів у процесі фахової підготовки (спонукання студентів до усвідомлення суб’єктної позиції в майбутній професійній діяльності психолога; активізація елементів контекстного навчання майбутніх психологів; моделювання майбутніми психологами професійно спрямованих комунікативних ситуацій). Розроблено модель формування конкурентоздатності майбутніх психологів у процесі фахової підготовки. Визначено критерії та відповідні показники сформованості конкурентоздатності майбутніх психологів. Здійснено аналіз ключових понять та науково обґрунтовано сутність феномена «конкурентоздатність майбутніх психологів».

В диссертации обосновано и экспериментально проверено эффективность педагогических условий формирования конкурентоспособности будущих психологов в процессе профессиональной подготовки (поощрение студентов к осознанию субъектной позиции в будущей профессиональной деятельности психолога; активация элементов контекстного обучения будущих психологов; моделирование будущими психологами профессионально направленных коммуникативных ситуаций). Разработана модель формирования конкурентоспособности будущих психологов в процессе профессиональной подготовки. Определены критерии и соответствующие показатели конкурентоспособности будущих психологов. Проведен анализ ключевых понятий и дано научное обоснование сущности феномена «конкурентоспособность будущих психологов».

The following thesis presents theoretical generalization and a new solution to the problem of formation of competitiveness of future psychologists in the process of professional training, which allowed to determine and scientifically substantiate the pedagogical conditions for ensuring this process, to develop a model of the formation of of competitiveness of the future psycholosists. In the first chapter “Theoretical Aspects of Formation of Competitiveness of Future Psychologists in the Process of Professional Training” the state of formation of competitiveness of future psychologists in the process of professional training is analyzed. Theoretical approaches to the study of the essence of key concepts, such as “competition”, “competitiveness”, “competitiveness of the individual”, “formation of competitiveness of future psychologists in the process of professional training” are researched. Essence of the phenomenon “competitiveness of future psychologists” is substantiated scientifically. We interpret the competitiveness of future psychologists as a multilevel personal entity which is based on professional and personal, individual and personal, spiritual and moral resources of future psychologists and provides them with a high ranking in a competitive environment. It is determined by the degree of correspondence of personal qualities and professional knowledge, skills of future psychologists to the objective requirements of professional activities and socio-economic conditions. Formation of the competitiveness of future psychologists in the process of professional training is a purposeful, clearly organized process of mastering future psychologists with integral, persistent qualities, personality characteristics that will promote successful professional activity in a competitive labour market. The component structure of competitiveness of future psychologists (personal and integrative, knowledge and professional, practical and procedural) is determined. In the second chapter “Justification of the Pedagogical Conditions for the Formation of Competitiveness of Future Psychologists in the Process of Professional Training”, the criteria and indicators are determined, the levels of formation of competitiveness of future psychologists in the process of professional training are characterized; diagnostic methods are selected and tested; the general characteristic of the pedagogical conditions of formation of competitiveness of future psychologists in the process of professional training is presented; the model of realization of the pedagogical conditions of formation of competitiveness of future psychologists in the process of professional training is developed, the results of the verified stage of the experiment are presented. The criteria, such as regulatory (emotional intelligence, assertiveness, professional self-consciousness); cognitive (professional and oriented knowledge, critical and system thinking, awareness); interactive (communicability, forecasting of professional interactions, adequate response in the space of life situations), are selected as criteria for evaluating certain components with corresponding indicators; qualitative characteristics of the levels of this phenomenon (low, medium, sufficient) is determined. Based on the theoretical research and the results of the verified stage of the experiment the model of formation of competitiveness of future psychologists in the process of professional training, which contains the purpose, stages, pedagogical conditions, forms and methods of their implementation, components, criteria, indicators and the final result, has been developed. It is proved that the formation of competitiveness of future psychologists in the process of professional training is effective if such pedagogical conditions as inducing students to realize the subjective position in the future professional activities; activation the elements of the contextual education of future psychologists; modelling of the professionally directed communicative situations by future psychologists are implemented. In the third chapter “Experimental Verification of the Efficiency of the Pedagogical Conditions of the Formation of the Competitiveness of Future Psychologists in the Process of Professional Training”, the methods of organizing and conducting a forming experiment is analyzed. Implementation of three pedagogical conditions has been carried out comprehensively in the educational process on non-traditional lectures during the study of professional disciplines, at seminars and practical classes with the help of a case-method, essay writing, business and role-playing games, conversations, debates, brainstorming sessions, individual and group creative tasks; on classes of the special course “Fundamentals of formation of competitiveness of future psychologists”; during independent students’ work, as well as the introduction of a training complex. The implementation of the pedagogical conditions of the formation of competitiveness of future psychologists in the process of professional training allows achieving positive changes in the levels of the formation of this phenomenon in students of the experimental group in comparison with the control. The dynamics of the efficiency of the model’s implementation of the pedagogical conditions of the formation of competitiveness of future psychologists in the process of professional training are described.