scholarly journals Temporal interpretation of the dynamics of professional self-consciousness of a police officer

2019 ◽  
Vol 2019 (3) ◽  
pp. 215-223
Author(s):  
Анастасия Софронова ◽  
Anastasia Sofronova
Keyword(s):  
Law Enforcement ◽  
Professional Identity ◽  
Conceptual Framework ◽  
Police Officer ◽  
Complete Picture ◽  
Professional Activity ◽  
Temporal Interpretation ◽  
Professional Self ◽  
The Subject

The article touches upon the issue of professional self-consciousness of a police officer. Research on this problem has spread to other disciplinary and interdisciplinary complexes in addition to psychological ones. Various concepts of understanding of professional self-consciousness of the employee of the subject of professional activity in psychology explain mainly the linear development of the subject, hence to this day there is no complete picture of the formation and development of the subject in the process of his life. Studying the process of formation of professional consciousness of the police officer in this article, the emphasis was placed on the temporal approach, which considers the temporal essence of the phenomenon of self-consciousness, namely as a dynamic, continuously changing phenomenon. The purpose of this article is to build a conceptual outline or conceptual framework of a new, temporal approach to the problem of the development of professional identity of the subject of law enforcement.

scholarly journals THE PECULIARITIES AND THE WAYS OF FORMING OF PROFESSIONAL MOTIVATION OF FUTURE DEFECTOLOGISTS IN EDUCATIONAL AREA

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Natalia Maliy ◽  
◽  
Larysa Dyachenko ◽  
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Quality Criteria ◽  
Professional Activity ◽  
Complex Relationship ◽  
Professional Self ◽  
The Subject ◽  
Speech Pathologists ◽  
The University ◽  
Relationship Of

The article considers the formation of professional motivation in future speech pathologists. The importance of solving this issue is emphasized, because the work of a defectologist requires the presence of special characteristics in his personality, the formation of which is carried out during their training. Issues of personal development of the student and the formation of his readiness for future professional activity become the main in the outlined situation. The psychological and personal readiness of the specialist for professional self-realization in modern conditions is important. It is emphasized that the transformation of the requirements for professionals of different natural influences the solution of the question of the complex relationship of personal and professional development of the subject. The question of quality criteria for the training of future speech pathologists can not be considered separately from the requirements of a particular environment in which the specialist works. It is at the stage of professional training in the university begin to develop in a specialist-defectologist those values and motives that determine the success of his work in the profession, and for this it is necessary to study the formation of professional values and motives in the formation of future defectologists.

scholarly journals Interrelation between professional identity and creativity of students of psychological disciplines

2020 ◽  
pp. 53-62
Author(s):  
Marina Aleksandrovna Matyushina
Keyword(s):  
Data Collection ◽  
Professional Identity ◽  
Educational Process ◽  
Professional Activity ◽  
State Technical ◽  
Verbal Creativity ◽  
The Subject ◽  
Technical University ◽  
Senior Students

This article is dedicated to the analysis of interrelation between professional identity and creativity of the students of psychological disciplines at different stages of educational process. The subject of this research is the correlation of professional identity and creativity of the students of psychological disciplines. The goal consists in determination of the structure of interrelation between the statuses of professional identity and creativity parameter of the students at different stages of educational process. The conducted survey included 124 students of psychological disciplines from Novosibirsk State Technical University and Siberian State Transport University of 1st, 2nd, 3rd and 4th years of education. For data collection, the author used the following psychodiagnostic tools: E. P. Torrance’s test of nonverbal creativity; S. Mednick’s test for “Diagnostics of Verbal Creativity”; A. A. Azbel’s and A. G. Gretsov’s methodology for studying the statuses of professional identity; L. B. Schneider’s methodology for studying professional identity. The research demonstrates the presence of correlations between the parameters of verbal creativity (uniqueness) and vague status of professional identity parameters of imagery creativity (resistance to reservations) and formed status of professional identity; parameters of imagery creativity (development and resistance to reservations), and imposed status of professional identity. It was determined that the structures of interrelation between the statuses of professional activity and creativity parameters differ among the students of different years of education. The senior students show stronger correlations between the statuses of professional identity and creativity parameters.

scholarly journals Professional Self-Realization of Law Enforcement Officers at the Stage of Professional Training

2020 ◽  
Vol 76 (1) ◽  
pp. 162-166
Author(s):  
N. Y. Tverdokliebova
Keyword(s):  
Law Enforcement ◽  
Police Officers ◽  
Professional Growth ◽  
Professional Training ◽  
Educational Institution ◽  
Law Enforcement Officers ◽  
Professional Activity ◽  
Self Development ◽  
Professional Self ◽  
Reasonable Choice

The key concepts that assist to reflect the essence of the process of professional self-realization of police officers have been determined. The professional self-realization of the personality, which is determined by the value and sensory, intellectual and motivational features of the personality, has been studied. Modeling the experience of professional self-realization is the support of the personality for self-development of intellectual and volitional actions. This process is most productive in adolescence – at the time of completion of the development of readiness to choose a particular profession, defining oneself in a possible professional role. The main point of the studied process is the search for a professional image of “oneself”. It has been noted that the key stages of professional self-realization’s formation are: choice of educational institution, place of work (professional self-determination), subsequent choice of the type and direction of activity, formation within the chosen profession, professional growth, which reflects the effectiveness of professional self-realization. Thus, successful self-realization within the profession is based on a reasonable choice of place of study and future profession, continuous professional self-growth and self-development within labor activity, as well as satisfaction with the way of professional life and career. It has been studied that the development of the value sphere of the personality of law enforcement officers contributes to the optimization of their behavior and self-realization in such spheres of life as profession, family life, relationships, hobbies. The motivational component is one of the basic in the system of moral regulation of activities and behavior of professionals and includes a positive attitude to the chosen type of professional activity, the desire for self-realization and achievement, moral and professional attitudes and interests. Motivation acts as a link between the true goals, ideals, beliefs of the cadet and the actions, deeds, decisions he makes. The author has proved the expediency of forming value regulators of behavior and motivational sphere of future law enforcement officers in higher educational institutions with specific learning conditions, which may increase the efficiency of professional activity and self-realization of police officers in modern conditions.

scholarly journals Features of the Professional Intention of University Students with Disabilities

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Oksana Simatova
Keyword(s):  
Empirical Study ◽  
University Students ◽  
Professional Identity ◽  
Students With Disabilities ◽  
Subject Area ◽  
Professional Activity ◽  
Professional Orientation ◽  
The Status ◽  
The Subject ◽  
Directed Development

The author represents a qualitative and meaningful analysis of the results of an empirical study of the professional orientation of university students with disabilities. The obtained results indicate the corresponding statistically-significant differences in the subject area, professional intentions and the status of the professional identity among university students with disabilities and students with a conditional norm of health. The analysis of the results of the empirical study demonstrates the immaturity of the professional awareness of students with disabilities, which consists in the absence of taking into account the existing limitations in their future profession, a low level of awareness of its essence and the opportunities it provides, as well as the problematic nature of the status of their professional identity. This allows us to assert that the relevant vector of educational and professional activity of students with disabilities in higher education should be the directed development of an adequate professional orientation and its components, in addition, taking into account the nature of health limitations.

ONTOLOGICAL DIMENSIONS OF PROFESSIONAL REFLECTION OF A TEACHER IN PEDAGOGICAL INTERACTION

2021 ◽  
pp. 96-102
Author(s):  
Myroshnyk O.H.
Keyword(s):  
Systematic Approach ◽  
Mutual Influence ◽  
Teacher Reflection ◽  
Professional Activity ◽  
Cognitive Structures ◽  
Scientific Methods ◽  
Professional Activities ◽  
Professional Self ◽  
General Scientific ◽  
The Subject

Purpose. The purpose of the article is to substantiate the psychological essence of professional reflection of a teacher in pedagogical interaction. With this in mind, the article analyzes the main approaches to the study of professional reflection of a teacher, which are based on the epistemological paradigm and proposes a model of teacher reflection that takes into account its ontological features in interaction with children. Methods. To achieve this goal, general scientific methods of theoretical level were used: analysis, comparison, systematization and generalization of scientific-theoretical and empirical data. Results. Professional reflection of the teacher ensures the teacher’s entry into a reflexive position during pedagogical interaction, stimulates the experience of his own subjectivity in the field of professional activity, determines the peculiarities of teacher management of pedagogical interaction. The reflexive position has value and instrumental components. The value aspects of the reflexive position are characterized by the rank of reflection. The article analyzes the main ranks of the reflexive position in accordance with the types of value attitude of the teacher to professional activities. Attitude to the profession as a means of life is inherent in the zero rank of professional reflection. The first rank is characterized by the teacher’s attitude to professional activity as a goal of his own being. The second rank of the reflexive position characterizes the attitude to the profession as a personal value.The instrumental component of the reflexive position is the pattern of reflexive processes. The pattern of reflexive processes covers the main spheres of professional activity of the teacher, ensures their integration and regulation, determines the teacher’s ability to take into account various aspects of the real situation of pedagogical interaction, to comprehend their mutual influence and interdependence. The areas of manifestation of reflexive processes are: their own cognitive structures and cognitive structures of students, which are connected with the subject and methodological means of educational and educational influence; cooperative aspects of pedagogical interaction with pupils; professional self-consciousness; existential and spiritual formations of the teacher’s personality. Conclusions. The systematic approach allowed to reveal the ontological aspects of the teacher’s professional reflection. Reflection provides a teacher’s understanding of himself in relation to students. The results of this reflection determine the strategy and methods of teacher management of the development of students’ personalities in the educational process.Key words: ontology, systematic approach, teacher reflection, reflexive position, pattern of reflexive processes. Метою статті є обґрунтування психологічної сутності професійної рефлексії вчителя у взаємодії з учнями. З огляду на це у статі проаналізовано основні підходи до вивчення професійної рефлексії педагога, які засновані на гносеологічній парадигмі, та запропоновано модель рефлексії вчителя, що враховує її онтологічні особливості у взаємодії з учнями. Методи. Для досягнення поставленої метивикористано загальнонаукові методи теоретичного рівня: аналіз, порівняння, систематизація та узагальнення науково-теоретичних та емпіричних даних.Результати. Реалізація основних принципів системного підходу дозволила визначити професійну рефлексію вчителя як психічну властивість та механізм, що забезпечує вихід вчителя у рефлексивну позицію під час педагогічної взаємодії з учнем, стимулює переживання власної суб’єктності у сфері професійної діяльності та визначає особливості управління вчителем педагогічної взаємодії з учнем, яке характеризуються урахуванням меж власного «Я» та «Я» учня. Рефлексивна позиція має змістов-ний та інструментальний складники. Змістовні аспекти рефлексивної позиції визначають ранг рефлексії. У статті аналізуються основні ранги рефлексивної позиції відповідно до типів ціннісного ставлення вчителя до професійної діяльності. Ставлення до професії як до засобу свого життя притаманно нульо-вому рангу професійної рефлексії. Перший ранг характеризується ставленням вчителя до професійної діяльності як до цілі власного буття. Другій ранг рефлексивної позиції визначається ставленням до професії як до особистісної цінності. Інструментальним складником рефлексивної позиції є патерн рефлексивних процесів. Патерн рефлексивних процесів охоплює основні сфери професійної актив-ності вчителя, забезпечує їх інтеграцію та регуляцію, визначає здатність вчителя враховувати різні аспекти реальної ситуації педагогічної взаємодії, осмислювати їх взаємовплив та взаємозалежність. Сферами прояву рефлексивних процесів є: власні когнітивні структури та усвідомлення когнітивних структур учнів, які пов’язані із предметом та методичними засобами навчального та виховного впливу; комунікативні аспекти педагогічної взаємодії; професійна самосвідомість; екзистенційно-духовні утво-рення особистості вчителя. Висновки. Системний підхід дозволив розкрити онтологічні аспекти професійної рефлексії вчи-теля. Рефлексія як психологічний механізм та психологічна здатність забезпечує сутнісно-змістове осмислення вчителем себе у ставленні до учнів. Результати цього осмислення визначають стратегію та прийоми управління вчителем розвитком особистості учнів в освітньому процесі.Ключові слова: онтологія, системний підхід, рефлексія вчителя, рефлексивна позиція, патерн рефлексивних процесів.

scholarly journals THE INFLUENCE OF MENTORING ON THE PROFESSIONAL SELF-IDENTITY FORMATION OF A PSYCHOLOGIST

2020 ◽  
Vol 14 (2) ◽  
pp. 93-101
Author(s):  
Inna Boychenko
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Self Identity ◽  
Psychological Practice ◽  
Theoretical Approaches ◽  
Professional Self ◽  
Educational Professional

The purpose of the study was to determine the features of the professional self-identity in future psychologists in terms of educational and professional training. The objectives of the study were: 1) to identify theoretical approaches to the problem of professional identity and self-identity in terms of professional training; 2) to research the features of self-identity in the course of a professional choice by students-psychologists and their educational and professional adaptation. To solve the particular research problem: 1) the features of self-identity in the course of professional choice by students-psychologists and their educational-professional adaptation are defined; 2) questionnaire was developed for identification of the features of students-psychologists’ awareness of their professional choice and adaptation to professional training and the need for professionally significant qualities. To identify the features of the professional self-identity of future psychologists in the study of a number of methods were: 1) "Methods of studying professional identity (MVPI) (author LB Schneider); 2) questionnaire "Professional choice and educational-professional adaptation of future psychologists" (author IS Boychenko). 178 students of III-IV courses of the Pedagogical and Psychological Institute of the National Pedagogical University named after MP Drahomanov and 5-th courses of the psychological faculty named after T.G. Shevchenko and the Faculty of English of the National Linguistic University took part in the survey. The analysis of the conducted methods revealed that the predominant types of professional choice awareness by students-psychologists in the course of their educational and professional activity are the moratorium on professional identity, premature professional identity and diffusion of professional identity. The reasons for this state of the students may be unconscious or insufficiently conscious choice of profession by the latter as well as insufficient professional support of these students by psychologists. The acquisition of professional self-identity by future psychologists takes place: (I) in a group during the educational process (lectures, practical group classes, educational and psychological practice, attempts at one's own psychological practice), (II) individually, and (III) under the guidance of a mentor. In the course of these psychological practices, especially during their own attempts at practice, future psychologists begin to form an idea of their professional functions. This is an important prerequisite for the formation of their professional identity. According to the results of the research of the students-psychologists with achieved positive professional identity, the types of practical activities can include psychological (attempts at personal practice) and educational-psychological practice (according to the curriculum), that is mastering the profession through training in HEI and beyond, satisfaction of professional needs. The perspective of the research is the problem of conformity of the professional self-identity formation of future psychologists to the social requirements and the availability of conditions to ensure their professional development during educational activities and beyond. Keywords: future psychologist, professional self-identification, professional self-identity, professional identity

scholarly journals FUTURE PSYCHOLOGISTS PROFESSIONAL SDENITY FORMATION

2020 ◽  
Vol 21 ◽  
pp. 102-106
Author(s):  
O. Andrievska-Semenyk
Keyword(s):  
Professional Identity ◽  
Professional Competence ◽  
Early Adulthood ◽  
Professional Community ◽  
Professional Activity ◽  
Psychological Conditions ◽  
Complex Processes ◽  
The Future ◽  
Professional Self ◽  
Psychological Knowledge

Abstract. The article is devoted to the professional identity mechanism formation features study of future psy-chologists during their studies in higher educational institutions (HEIs). Systematization of psychological knowledge about the development and formation of personality as a professional activity subject is extremely important. The author considers it expedient and perspective to supplement and expand this knowledge, aiming at improving and innovatively filling the higher education modern information educational space resources. After all, one of the key points of providing and receiving education is the creation of effective psychological conditions for the future professionals professional competence formation. Investigating the socio-professional adaptation of students of psychology, scientists pay special attention to the formation of their professional identity, as one of the most important factors in the future professionals professionalism and competitiveness formation. Despite the growing interest of researchers in professional identity, the question of forming the future practical psychologists professional identity remains open. Based on empirical and theo-retical research, the author attempted to identify features and stages of psychological aspects formation of professional identity in students of psychology, as well as to analyze the that determine the formation of personal and social identity in adolescence and early adulthood. Theoretical aspects of the relationship between professional identity and adaptation as a prerequisite for successful identification of a future psychologist are also analyzed. According to scientists, the iden-tity of a person is based on the culture with which he interacts, so there is an inseparable link between identity and socio-cultural environment. By the analogy, we can assume that professional identity develops in the interaction process with the professional environment, and this process begins at the stage of optation. The formed professional identity is the result of professional self-determination and adaptation complex processes, which is manifested in the awareness of the chosen profession and the professional community representative, ready to perform professional duties.

To the question of examining of individual and personal characteristics of a traffic police officer

2019 ◽  
Vol 4 (3) ◽  
pp. 44-60
Author(s):  
Юлия Жимирикина ◽  
Julia Zhimirikina
Keyword(s):  
Police Officer ◽  
Research Methods ◽  
Police Officers ◽  
Personal Characteristics ◽  
Practical Significance ◽  
Professional Activity ◽  
The Subject ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship

The purpose of the presented research is to identify the relationship of individual and personal characteristics of a police officer with his professional tasks. The object of the study is to identity of a police officer. The subject of research is the individual and personal characteristics of a police officer. The hypothesis of the study is the assumption that the individual and personal characteristics of a police officer in his professional tasks generally affect the success of their professional activities. Research methods were analysis and systematization of the scientific and psychological literature on the subject of the research; analysis of documents (reference legal acts regulating the activities of internal affairs bodies, etc.); empirical research methods, namely individual conversations, included observation in the course of practical activities of police officers of various profiles. The novelty of the work consists in expanding, supplementing and refining scientific views on the relationship of the individual and personal characteristics of a police officer with the professional tasks being solved. The theoretical and practical significance of the research consists in the analysis of the existing approaches to the study of individual and personal characteristics, in the analysis of the specific features of the motivational - need and value sphere of the employee of the State Traffic Inspectorate; identifying the dependence of the success of professional activity on the individual and personal characteristics.

Self-Development Of Subjects Of Pedagogical Interaction As An Essential Characteristic Of Pedagogical Innovations

2021 ◽  
Vol 03 (02) ◽  
pp. 410-413
Author(s):  
Jamshid Oktyamovich Khakimov ◽  
◽  
Oybek Olimovich Daminov ◽  
Mukhlisa Dostnazar Qizi Omonova ◽  
◽  
...  
Keyword(s):  
Educational Process ◽  
Professional Activity ◽  
Essential Characteristic ◽  
Personal Meanings ◽  
Human Ability ◽  
Self Development ◽  
Teachers And Students ◽  
Professional Self ◽  
The Subject ◽  
Pedagogical Innovations

The work reveals the conditions and mechanisms that determine the pedagogical essence of innovations that contribute to the personal and professional self-development of teachers and students as a fundamental human ability to become and be a subject of transforming oneself. Pedagogical innovations are considered as a type of professional activity associated with the subject-subject interaction of the participants in the educational process. Reliance on personal meanings and reflection serve as tools for innovative development.

scholarly journals Research and assessment of the level of self-determination of the student's personality for future professional activity

2020 ◽  
Vol 210 ◽  
pp. 19031
Author(s):  
Olga Shcherbakova ◽  
Irina Sokolovskaya ◽  
Andrey Chernykh ◽  
Venera Midova
Keyword(s):  
Professional Identity ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Professional Orientation ◽  
Professional Activities ◽  
The Status ◽  
Professional Self ◽  
The Individual ◽  
High Level

Presentation of research scientists towards the study of the development potential of the individual and her professional identity; provide a description of the various types of self-determination, justifies the common and what distinguishes professional and personal identity. The authors describe a complex of research and assessment of the level of professional orientation of students and undergraduates of Plekhanov Russian University of Economics. The authors presented the author's vision of 3 blocks of psychotechnologies: teaching, developing and information and communication, the use of which in the educational process of the University, will increase the level of their professional orientation and identity. The empirical part shows the selection, methods and procedure of the process of changing professional orientation and identity, as well as the procedure for processing the data obtained. The article also presents the results of a psychodiagnostic study of professional self-determination and professional identity in students of Economics, direction, students of technical orientation in the field of IT technologies, students of psychology: after conducting classes using various psychotechnologies-the results in the group of IT students have not changed much, most students have a pronounced status of "achieved professional identity"; most psychology students have become more understanding of their professional activities-they are characterized by the status of "moratorium"; the vast majority of Economics students have shown a formed professional identity and a high level of professional readiness.

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