The meaning of professional orientation in the formation of ideas about the future pedagogical activity

,
Vol. 25 Iss. 1 pp. 95–101 | St. Petersburg State Institute of Psychology and Social Work | ISSN: 1993-8101
2016 • Issue 1 • Volume 25Research in education

PDF Download

Abstract

The article examines the impact of professional orientation of future teachers on the for-mation of their professional ideas about the work. A comparison of ideas about the object of future activity in all groups of re-spondents showed a strong association with an object «student», that proves the effectiveness of the educational process. Certain differences were revealed in groups when compared by other factors. Besides, the ideas about the object with lower rank also differ and correspond to the professional orientation of the group of respondents. The obtained results give an opportunity to individualize the training of future teachers in accordance with their professional ori-entation and ideas about the object of activity.

Keywords

professionalization, professional ideas, contents of ideas, quality of professional educa-tion, profes-sional orientation

Citation

Citation — Harvard Notation

References

  1. Artemyeva Ye.Yu., Vyatkin Yu. G. Psikhosemanticheskiye metody opisaniya professii [Psychosemantic methods for de-scribing profession]. Voprosy psychologii, 1986, 3 (33), pp. 127–133 (in Russian).
  2. Berne E. A Layman’s Guide to Psychiatry and Psychoanalysis. New York: Simon and Schuster, 1968. 394 p. (Rus. ed.: Berne E. Vvedeniye v psikhiatriyu i psikhoanaliz dlya neposvyashchennykh [Introduction to psychiatry and psychoanaly-sis for uninitiated]. Federova A. I. (ed.). St. Petersburg: MFIN Publ., 1992. 448 p.)
  3. Kuzmina N. V. Professionalizm lichnosti prepodavatelya i mastera proizvodstvennogo obucheniya [The profession-alism of the personality of teacher and master of industrial training]. Moscow: Vysshaya shkola Publ., 1990. 119 p. (In Russian).
  4. Leontyev A. N. Deyatelnost. Soznaniye. Lichnost [Activity. Consciousness. Personality]. Moscow: Politizdat Publ., 1975. 304 p. (In Russian).
  5. Mitina L. M. Psikhologiya professionalnogo razvitiya uchitelya [Psychology of teacher professional development]. Moscow: Flint Publ.; Moscow Psychological and Social Institute Publ., 1998. 200 p. (In Russian).
  6. Rogov Ye. I. Znacheniye professionalnykh predstavleniy v podgotovke budushchikh spetsialistov [The value of profes-sional ideas in training of future specialists]. Sovet rectorov — Rectors Council, 2012, 9 (59), pp. 28–36 (in Russian).
  7. Rogov Ye. I. Lichnost uchitelya kak obyekt psikhologicheskogo issledovaniya [Teacher personality as an object of psy-chological research]. Moscow: Vlados Publ., 1996. 420 p. (In Russian).
  8. Rogov Ye. I. Osobennosti predstavleniya o deyatelnosti v soznanii subyekta [Some features of ideas about an activ-ity in consciousness of the subject]. Proceedings of South Federal University. Peda-gogical Sciences, 2014, 10 (94), pp. 39–52 (in Russian).
  9. Rogov Ye. I. Predstavleniya ob obyekte deyatelnosti kak indikatory professionalizatsii [Understand-ing of the subject matter as an indicator of professional growth]. Proceedings of South Federal Uni-versity. Pedagogical Sciences, 2008, 9 (21), pp. 26–36 (in Russian).
  10. Slobodchikov V. I., Isayev Ye. I. Osnovy psikhologicheskoy antropologii [Foundations of psy-chological anthropology]. Moscow: Shkola-Press Publ., 1995, 384 p. (In Russian).