Volume 02 Issue 12-2022
69
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
69
-75
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In the context of dynamic processes taking place in the economy of Uzbekistan, the current stage of development of
society is characterized by a change in educational paradigms, a transition to new pedagogical technologies focused
on variability, subjectivity, creative individuality, personal potential of specialists who are as ready as possible for
practical activities, able to quickly engage in innovative processes and adjust their professional activities.
KEYWORDS
Pedagogy, psychology, methodology, education, training, practical training.
INTRODUCTION
A changing society needs a new education, a new
specialist who is able to quickly respond to ongoing
social changes, modify his own professional activity in
the direction of its maximum adequacy to the social
order, look for ways to overcome and overcome
professional difficulties
by
activating
internal
resources. The foregoing fully applies to the formation
of cadres of educational psychologists.
As the analysis shows, the current system of training
psychologists is focused mainly on information
support for students, weakly equipping them with
experience of practical relations in the field of their
chosen profession, communication and interaction.
THE MAIN RESULTS AND FINDINGS
Research Article
PSYCHOLOGICAL FEATURES OF PROFESSIONAL TRAINING OF TEACHER
PSYCHOLOGISTS
Submission Date:
December 10, 2022,
Accepted Date:
December 15, 2022,
Published Date:
December 20, 2022
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume02Issue12-11
Aziza E. Mukhtarova
Applicant Of The Tashkent State Pedagogical University Named After Nizami Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 12-2022
70
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
69
-75
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
There are no interdisciplinary connections in the
teaching of pedagogical disciplines, which gives rise to
their disunity, blocks the formation of a holistic view of
the future professional activity among students. The
trend of insufficient demand and social protection of
educational psychologists in the modern labor market
is alarming. This is directly related to the fact that
public practice needs generalists, trained in the field of
consulting, management, production management
and "human resources", able to flexibly and
productively rebuild the ways of professional activity,
taking into account the social situation and the
requirements of the modern labor market. Meanwhile,
pedagogical education still does not provide students
with the formation of a broad outlook, the
development of innovative thinking, readiness to
implement a multidimensional approach in solving
practical psychological and pedagogical problems.
The study of the problem made it possible to identify a
number of serious contradictions in the training of
educational psychologists. The most significant of
them:
between a rather abstract subject of educational
activity (knowledge) and objects of professional
activity;
between
personal
ideas
about
professionally
significant qualities and real professional actions;
between information about practical activities and the
possibility of acquiring one's own experience;
between personal and professional motivation for
success.
The complexity and diversity of students' entry into
practical activities requires adequate preparation,
primarily within the framework of the educational
process, training that can combine theoretical
knowledge and practical skills into a single whole.
This provision can be considered as a methodological
guideline when considering the problem of training
psychologists for successful professional activity,
which determines a systematic and practical approach.
Theoretical knowledge of pedagogical phenomena
and processes includes pedagogical technique, and
practice becomes a sphere for the development of
theoretical knowledge.
We have considered the main approaches of domestic
educational psychologists to the formation of the
personality of the future teacher (S. I. Arkhangelsky, E.
Z. Babaev, I. F. Isaev, A. V. Kashirin, V. A. Slastenin E. I.
Shiyanov and others), a general theoretical approach
to the content and organization of professional
training of a teacher-educator (A.M. Arseniev, F.N.
Gonobolin, V.S. Ilyin., N.V. Kuzmina, E.A. Levanova).
Within the framework of innovative processes and
humanization of education studied personal -
Volume 02 Issue 12-2022
71
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
69
-75
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
axiological approach to professional activities (S.A.
Anisimov, M.M. Bakhtin, A.A. Derkach, B. Batov, M.K.
Mamardashvili, I.N. Nikitin, B. Tolmachev, V.A.
Slastenin), technologization of the learning process at
the university (V.A. Kan-Kalik, N.V. Kuzmina, M.M.
Levina, A.I. Mishchenko, A.V. Mudrik, A.I. Piskunov, L.F.
Spirin, A.I. Shcherbakov, N.E. Shchurkova), innovative
approaches in the system of higher education, (Y. Z.
Gilbukh, V. A. Krutetsky, I. V. Strakhov, L. S. Podymova,
V. A. Slastenin , M. N. Shardakov).
The main directions of professional training in the field
of
personnel
consulting,
management
(R.L.
Krichevsky, I., Kuzmin, I.D. Ladanov, V.K. Tarasov, X.
Heckhausen) are considered and identified.
A number of studies have been carried out on the
formation motivational and value attitude to future
professional activity in the field of human resources (N.
Bern, A.A. Lityagin, Petra Terrence).
At the same time, despite a significant expansion of
research in area of teacher education is emerging and
increasingly recognized the contradiction between the
growing humanization, informatization,
technologization of the education process and a low
level of real readiness of graduates of pedagogical
universities for professional activities, which should be,
first of all, multivariate, innovative.
In our study, the following tasks were set:
1.
Reveal the essence of the professional activity
of educational psychologists and its relevance in the
modern labor market.
2.
To
characterize
the
practice-oriented
technologies of higher pedagogical education.
3.
Develop and test an innovative practice-
oriented technology for the professional training of
educational psychologists.
4.
Determine and experimentally substantiate
the psychological and pedagogical conditions for the
effective
implementation
of
practice-oriented
technologies for the training of educational
psychologists.
The process of professional development of a teacher-
psychologist should model a system of subject-subject
relations, create conditions for the active participation
of students in communication and interaction, for the
development of their personal and creative potential
and professional competence, the accumulation of
practical experience and the exchange of activities. In
this regard, it has been suggested that there are close
links between
professional theoretical and practical training and
implementation of a task-based approach to practice-
oriented learning.
We also assumed that the professional training of
educational psychologists is more effective when
Volume 02 Issue 12-2022
72
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
69
-75
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
implementing and adapting innovative technologies,
creating integrative practice-oriented courses, and can
be transferred to a technological level if it includes a
holistic set of actions, operations and procedures that
ensure its diagnosable and guaranteed results under
changing conditions.
In the study, we examined the essence of the process
of professional training of psychologists is the
modeling of the system of subject - subject relations,
the creation of conditions for the active participation
of students in communication and interaction, for the
development of their professional competence and
accumulation of initial practical experience;
the process of forming readiness for successful
professional activity is a complex and holistic personal
formation that combines motivational, content-
activity, intellectual, communicative-technological,
productive-effective
and
evaluative-prognostic
components. Integrating professionally significant
qualities, mental states and the operational
composition of activity, practical readiness is realized
at the level of spiritual and cognitive development of
reality (in the form of a concept), and an axiological
attitude to the world (in the form of values) and social
(practical) action;
effective training of specialists is ensured by taking into
account innovative trends in education; theoretical and
methodological training of specialists; use of practice-
oriented learning technologies; analysis of the demand
for specialists of one level or another and the
construction of technological integrative maps for its
implementation; connection of theory with practice; a
combination of individual, group and active teaching
methods, acmeological approaches to professional
activities;
practice-oriented
technologies
for
training
psychologists are characterized by the presence of a
clearly and diagnostically set goal, a correctly
measurable result of activity; presentation of the
content of activity in the form of a system of cognitive
and practical tasks, an indicative system and ways to
solve them; the presence of a fairly rigid sequence,
logic and stages of activity; individual-group
differentiation of educational and professional
activities students, indicating the ways of interaction of
participants educational process at each stage;
motivational support for the activities of students and
teachers, based on the implementation of their
personal functions, an acceptable deviation from
multiple rules;
the effectiveness of the implementation of practice-
oriented technologies in training psychologists for
successful professional activity is provided through the
following
set
psychological
and
pedagogical
conditions: modeling the subject- subject relations and
creating conditions for active participation students in
communication and interaction, to develop their
Volume 02 Issue 12-2022
73
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
69
-75
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
professional competence, accumulation of initial
practical experience; technologization of professional
training of psychologists;
the use of innovative trends in education and practice-
oriented technologies in teaching, the creation of
specially organized and practice-oriented activities
within the framework of integrative courses.
The theoretical foundations of the problem of
professional training of psychologists for practical
activities are revealed; the set of psychological and
pedagogical conditions necessary for the preparation
of
pedagogical
psychologists
for
successful
professional activity has been identified and
experimentally confirmed: modeling of subject-subject
relations, taking into account innovative trends in
education, theoretical and methodological training of
specialists, creating conditions for the active
participation of students in communication and
interaction , development and use of practice-oriented
technologies, creation
specially organized and practice-oriented activities
within the framework of integrative courses. A
practice-oriented
technology
for
preparing
psychologists for professional activities has been
developed and tested.
The theoretical provisions and conclusions contained
in it, the developed practice-oriented technology for
training psychologists for practical activities, the
program "Training psychologists for work in the field
of human resources", deepen the conceptual
understanding of the technologization of the
education process, innovative trends, strategies for
the formation of practical -oriented approach to
learning. An integrative course that has passed
experimental testing can be directly used in the
pedagogy of higher education, when creating practice-
oriented
interaction
technologies.
The
manufacturability of this course allows you to model its
content in accordance with the goals and objectives of
training.
The study presents the results of experimental work,
confirming our assumption that a practice-oriented
approach to the training of specialists from higher
educational institutions, students of the faculty of
pedagogy and psychology, significantly increases the
readiness for successful professional activity, develops
and consolidates professionally significant qualities,
contributes to the maximum smooth entry of
graduates into practical professional activities.
Practice-oriented technologies include a holistic set of
actions, operations and procedures that provide a
diagnosable and guaranteed result in changing
conditions. In the course of experimental work, we
subjected to empirical verification the developed
programs for additional training of students of
pedagogical psychologists, technological maps for
training, technological training programs for students
Volume 02 Issue 12-2022
74
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
69
-75
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
of Russian and Canadian specialists, methodological
manuals, training programs and workshops that were
tested for 3 years . The program of experimental work
included the development of the program for the
course "Training psychologists for work in the field of
personnel management" within the framework of the
grant.
The solution of the set tasks and the verification of
assumptions was provided by a set of complementary
and mutually verifying methods: the method of expert
assessments;
conversation,
questioning
and
interviewing; analysis of educational and methodical
literature; methods of statistical data processing.
We refer to the essential characteristics of the
developed and implemented technology of additional
education: the presence of a clearly and diagnostically
set goal, a correctly measurable result of activity;
representation of the percentage of activity in the
system of cognitive and practical tasks, indicative
system and methods of solution; the presence of a
fairly rigid sequence, logic and stages of activity;
individual group differentiation of educational and
professional activities, an indication of the ways of
interaction between participants in the educational
process at each stage of students; motivational
support for the activities of students and teachers,
based on the implementation of personal functions
(free choice, creativity, competitiveness, life and
professional meaning); indication of the boundaries of
algorithmic and creative activity of students;
innovative approach to the content of training.
The technology of additional training of students
provides for a practice-oriented approach in the
professional training and formation of the personality
of a future teacher-psychologist; the allocation of
psychological and pedagogical practice as a backbone
factor; creation of specialized integrative courses;
tracking the dynamics of this process, substantiation of
psychological and pedagogical conditions, leading
trends and principles of formation. Based on modern
approaches in pedagogy, the development of trends in
humanization, innovation, technologization of the
learning and upbringing process, in accordance with
the acmeological approach to professional activity, the
role of theoretical and practical training increases
students. The pedagogical approach becomes the
basis of a creative attitude to the activities of a teacher-
psychologist.
CONCLUSION
As the analysis of teaching aids in pedagogical and
psychological disciplines showed, along with the
existing opportunities for professional training for
activity, a number of shortcomings can be identified.
As noted above, the problem of the disunity of courses,
the positions of pedagogy and psychology, the
"segmentation" of the main processes, which leads to
a narrowing of a holistic view of future professional
Volume 02 Issue 12-2022
75
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
69
-75
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
activity, poor implementation of innovations in the
educational process, insufficient tracking of integrative
trends in the teaching of psychological and
pedagogical disciplines.
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