Сучасні підходи до формування професійної компетентності психолога (спеціального, клінічного)
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Дата
2020
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглянуто сучасні підходи до формування професійної компетентності майбутнього психолога (спеціального, клінічного). Визначено компоненти, що складають особливе середовище, в умовах якого в системі підготовки у студентів виникаю нова професійно значуща якість, яка актуалізую необхідність всебічного вивчення такого феномена – професійна компетентність. Мета статті – охарактеризувати підходи професійної компетентності психологів (спеціальних, клінічних). Проведено аналіз психолого-педагогічної літератури, що дозволило зробити висновок про те, що професійна компетентність – це сукупність знань, умінь і навичок, що визначає результат праці, поєднання теоретичної та практичної підготовки студентів, а також знань із професійно-особистісними якостями, на основі яких формується творчий потенціал, ініціативність, співробітництво, здатність працявати в групі, комунікативні здатності, уміння вчитися, оцінювати, логічно мислити, відбирати та будувати його діяльність.
The main approaches to the future psychologists’ (special, clinical) professional competence formation are considered. The components that make up a special environment in the conditions of the system of students’ training have a new professionally significant quality that actualizes the need for a comprehensive study of professional competence phenomenon are determined. An analysis of the psychological and pedagogical literature led to the conclusion that professional competence is a set of knowledge, skills and abilities that determine the outcome of work, a combination of theoretical and practical students’ training, as well as knowledge with professional and personal qualities that formed creative potential, initiative, cooperation, ability to work in a group, communication skills, ability to learn, evaluate, think logically, select and build activities. In the conditions of socio-economic and informational progress, formation of professional competence requires professional mobility, flexibility, readiness to carry out professional activity, to constantly improve its level. Within the framework of the professional stratification of society, professional competence is seen as a professional vocation, a professional duty that is formed in the unity of lifestyle, profession and education. The purpose of the article is to characterize the approaches of professional competence of psychologists (special, clinical). The analysis of different approaches allows to state that formation of professional competence of the psychologist (special, clinical) is a complex entity which includes professional knowledge, abilities, skills, readiness for activity, and also a number of professionally important personal qualities such as: creativity, mobility, sociability, tolerance, balance, sensitivity, friendliness, desire for self-knowledge, self-development and self-realization, self-eflection, cognitive and technological (special competence in the professional subject) covers deep knowledge, qualification and practical experience in the field of the subject; knowledge of ways to solve technical, creative tasks; harmonization of scientific and subject and ideological methodological, didactic, psychological knowledge; mastering modern tools for studying the student’s personality; use of methods of pedagogical management; ability to organize a subject-subject educational process aimed at the comprehensive development of the student’s personality. In our research we consider professional competence as a quality of the personality, its certain acquisition, based on knowledge, experience, moral principles and manifested in the critical moment due to the ability to find the connection between the situation and knowledge, in making adequate problem solutions; a set of knowledge, skills, abilities, experience, professionally significant qualities that determine the successful (effective, productive) implementation of professional activities (professional/functional responsibilities).
The main approaches to the future psychologists’ (special, clinical) professional competence formation are considered. The components that make up a special environment in the conditions of the system of students’ training have a new professionally significant quality that actualizes the need for a comprehensive study of professional competence phenomenon are determined. An analysis of the psychological and pedagogical literature led to the conclusion that professional competence is a set of knowledge, skills and abilities that determine the outcome of work, a combination of theoretical and practical students’ training, as well as knowledge with professional and personal qualities that formed creative potential, initiative, cooperation, ability to work in a group, communication skills, ability to learn, evaluate, think logically, select and build activities. In the conditions of socio-economic and informational progress, formation of professional competence requires professional mobility, flexibility, readiness to carry out professional activity, to constantly improve its level. Within the framework of the professional stratification of society, professional competence is seen as a professional vocation, a professional duty that is formed in the unity of lifestyle, profession and education. The purpose of the article is to characterize the approaches of professional competence of psychologists (special, clinical). The analysis of different approaches allows to state that formation of professional competence of the psychologist (special, clinical) is a complex entity which includes professional knowledge, abilities, skills, readiness for activity, and also a number of professionally important personal qualities such as: creativity, mobility, sociability, tolerance, balance, sensitivity, friendliness, desire for self-knowledge, self-development and self-realization, self-eflection, cognitive and technological (special competence in the professional subject) covers deep knowledge, qualification and practical experience in the field of the subject; knowledge of ways to solve technical, creative tasks; harmonization of scientific and subject and ideological methodological, didactic, psychological knowledge; mastering modern tools for studying the student’s personality; use of methods of pedagogical management; ability to organize a subject-subject educational process aimed at the comprehensive development of the student’s personality. In our research we consider professional competence as a quality of the personality, its certain acquisition, based on knowledge, experience, moral principles and manifested in the critical moment due to the ability to find the connection between the situation and knowledge, in making adequate problem solutions; a set of knowledge, skills, abilities, experience, professionally significant qualities that determine the successful (effective, productive) implementation of professional activities (professional/functional responsibilities).
Опис
Ключові слова
компетентнiснть, професійна компетентність, підхід, компоненти, положення, аутопсихологічна компетентність, competence, professional competence, approach, components, position, autopsychological competence
Бібліографічний опис
Григоренко, Т. Сучасні підходи до формування професійної компетентності психолога (спеціального, клінічного) [Текст] / Т. Григоренко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 8 (102). – С. 107–118. – DOI: 10.24139/2312-5993/2020.08/107-118.