The adoption of educational and professional task and professional development


  • N.V. Prorok Scientific and methodical institution "National Institute of Education" of the Ministry of Education of the Republic of Belarus
Keywords: professional development; teaching and educational task; self-improvement; self-development; types of professional development;, desire to the self-improvement; psychological mechanisms

Abstract

In the article is show the results of experimental research of process acceptance and realization by a psychologist the education-professional problem, what is embedded in professional-practical task. Was proposed the psychological model of its process, the basic component of it is: the demands in the self-changing, motivational-target formation «desire for self-improvement», the problematization of  available forms and means of professional activity, the ability to the solving of new educational-professional tasks. Was showed that the formulation of the specific perceived education-professional problem is doing when the personality desire to the self-development is available. Just because of it skills and abilities takes some practical direction – to the realization of the aim. Was substantiated that the solving of professional-practical task which was formed in professional life is not realize without the access to the educational space.  That’s why the professional self-development is realizing in the context  of self-education, what becomes a tool of the self-development. Are outlined the main types of professional development of practical psychologists (follow the criteria of the presence of a desire for self-improvement): «adaptive» – the subject is ready to set the teaching and educational tasks which are «into» the professional function and direction to the improve of the existing competencies; «active» – the specialist  set the teaching and educational tasks which aimed to expansion of competencies which are formed and used; «protective» – declaration of intention to work with itself, the teaching and educational tasks are not setting; «passive» – the person declarates the absence of desire to work for self-improvement. The behavior of professional within other types of professional development can have a positive or negative influence to professional activity.

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Published
2018-06-29
How to Cite
Prorok, N. (2018). The adoption of educational and professional task and professional development. Fundamental and Applied Researches in Practice of Leading Scientific Schools, 27(3), 207-212. Retrieved from https://farplss.org/index.php/journal/article/view/390