employee from 01.01.2000 to 01.01.2020
Russian Federation
, Russian Federation
St. Petersburg, Russian Federation
UDK 37 Образование. Воспитание. Обучение. Организация досуга
GRNTI 14.35 Высшее профессиональное образование. Педагогика высшей профессиональной школы
The article considers the novice lecturers’ purposeful pedagogical training at the school of pedagogical skills as a component of the structure of the technology for improving pedagogical skills. The topicality of the problem under research lies in the implementation of the competent specialist’s training at the educational institution in the system of the Ministry of Internal Affairs of Russia. The success of the educational training is possible only due to the teacher’s self-development. Our research is targeted at the defining of the formed self-development system among the novice lecturers. In the process of the experimental study, two groups of novice lecturers with different levels of the formed self-development system are identified. As a result of the research, the reasons for the unformed system of self-development have been revealed: - the lack of the subject’s efforts related to the activity; - doubts about the value of his or her own personality; - the insufficient of self-acceptance as a personality. In the described research the following methods are applied: a theoretical analysis of psychological and pedagogical literature; empirical research methods: the test «Research of self-attitude» by V.V. Stolin, S.R. Panteleev, aimed at representing the individual about the meaning of «I»; a test to determine the level of self-development, aimed at the identifying the subject’s ability to self-development; statistical method for processing research results. The practical significance of the work lies in the fact that within the framework of self-development, the attitude of the individual to his or her “I” among teachers who came from field offices of MIA of Russia to start educational activity has been studied.
personality, self-development, self-attitude, novice lecturers, pedagogical activity
1. Baltes P. B. Vsevozrastnoy podhod v psihologii razvitiya: issledovanie dinamiki pod'emov i spadov na protyazhenii zhizni // Psihologicheskiy zhurnal. – 1994. – T. 15. – № 1. – S. 60–79.
2. Babaeva M. E., Krasnyuk L. V. Professional'noe samosovershenstvovanie pedagoga // Molodoy uchenyy. — 2020. – № 4 (294). – S. 270–272.
3. Vnukova O. N. Samoobrazovanie kak sostavlyayuschaya professional'nogo samorazvitiya pedagoga vysshey shkoly // Pedagogicheskoe masterstvo : materialy IV Mezhdunar. nauch. konf. (g. Moskva, fevral' 2014 g.). – T. 10. – Moskva: Buki-Vedi, 2014. – S. 269–271.
4. Vekovceva T. A. Professional'noe samorazvitie prepodavatelya s pozicii resursov cheloveka // Al'manah sovremennoy nauki i obrazovaniya. – 2013. – № 11 (78). – S. 40–42.
5. Galeeva N. L. Upravlenie professional'nym razvitiem pedagogov v usloviyah vvedeniya FGOS // Upravlenie shkoloy. – 2013. – № 4. – S. 23–30.
6. Zhuravleva T. L. Aktivizaciya professional'nogo samorazvitiya obuchayuschihsya v obrazovatel'nyh organizaciyah MVD Rossii : monografiya. – Sankt-Peterburg: Izd-vo Sankt-Peterburgskogo universiteta MVD Rossii, 2019. – 181 s.
7. 3eer E. F. Teoretiko-prikladnye osnovaniya psihologii professional'nogo razvitiya : monografiya. – Ekaterinburg: Izd-vo Rossiyskogo gos. prof.-ped. un-ta, 2015. – 194 s.
8. Psihologiya formirovaniya i razvitiya lichnosti : sb. statey / AN SSSR, In-t psihologii; otv. red. L. I. Ancyferova. – Moskva: Nauka, 1981. – 365 s.
9. Solomatin E. V. Sovershenstvovanie moral'no-psihologicheskoy podgotovki nachinayuschih prepodavateley vvuzov vnutrennih voysk MVD Rossii : monografiya. – Krasnoyarsk: Nauchno-innovacionnyy centr, 2013. – 252 s.
10. Shadrikov V. D. Psihologiya deyatel'nosti i sposobnosti cheloveka : monografiya. – Moskva: Izd-vo Instituta psihologii RAN, 2013. – 464 s.
11. Markova A. K. Psihologiya professionalizma. – Moskva: Mezhdunarodnyy gumanitarnyy fond «Znanie», 1996. – 312 s.
