PROBLEM OF FORMING KEY COMPETENCIES IN THE PROFESSIONAL PREPARATION OF FUTURE PRACTICAL PSYCHOLOGISTS

Abstract

The article deals with the problem of methodological provision of the problem of the formation of key competencies by future specialists. On the basis of the theoretical analysis, the basic changes taking place in modern educational systems are considered: giving priority to the formation of vital social and professional qualities, the fundamental change in the objectives of education, changing the nature of relations in the system of "teacher-learning", replacing the basic settings of traditional education with fundamentally new , integration of all social spheres with educational institutions, etc. This leads to a significant expansion of tasks that educational institutions must perform. As a methodology for these transformations, the idea of ​​determining learning outcomes through the categories of competencies and competences has been widely accepted and widely recognized.

The analysis of the competences offered by the author of the competence approach by Dzh.Raven allowed to state that virtually all of them represent the qualities of the individual, which ensure the implementation of socially desirable behavior and effective professional activity. Significant amount of them at the theoretical or practical level is revealed and worked out in the process of study by future psychologists of professional disciplines. But among them, scientists allocate so-called key (cross-cutting) competencies, which do not have a clear subject-matter, and at the same time, their formation and further development should be explicitly or contextually represented in the educational process of the institution of higher education.

The main approaches to the allocation of key competencies were analyzed, it was proved that both their definition and the list did not receive sufficient disclosure in modern pedagogy. No less difficult problem is the search of technologies for their introduction in the educational process of the higher education institution, evaluation of relevant achievements.

The contemporary paradigms of vocational education are considered: academic (knowledge), technological (pragmatic), personal (individually oriented), research (reflexive), the complexity of their combination with the most common models of competences adopted today in modern European educational practice is revealed: a model of competence based on personality development; model of problem solving competence; model of competence for production activity, model of management of activity. The difficulties of their mutual agreement are shown.

On the basis of the analysis, a theoretical foundation for the determination and approbation of methods of projection of key competencies in the process of professional training of future psychologists has been created. The list of key competencies is defined: value-semantic, general-cultural, educational-cognitive, informational, communicative, social. The methods of integration of tasks from their further development into the educational process are illustrated by the example of studying by the future students of the basic course "General psychology"