Competences of educational psychologists according to the third generation of the Federal State Educational Standards. Research Competence as a Psychological and Pedagogical Category

Competence - the ability to apply knowledge, skills, to act successfully on the basis of practical experience in solving problems generic, also in a certain wide area.

Professional competence - the ability to successfully act on the basis of practical experience, skills and knowledge in solving problems of a professional kind of activity.

Competence is understood as a set of personality traits, as well as professional knowledge, skills and abilities.

Competences are the requirements of the external and internal environment of the organization, formulated taking into account the needs (expectations) of society and employers in specialists with a certain set of characteristics. And competence is a complex of already formed competencies, manifested in the ability of a specialist to solve problems and readiness to fulfill his role in a particular field of activity.

Competence: awareness, experience, ability to make informed decisions in some area of activity.

Professional competence is a quality, property or condition of a specialist, which, together or separately, ensures his physical, mental and spiritual compliance with the need, need, requirements of a particular profession, specialty, specialization, qualification standards, occupied or performed official position.

Consequently, the concepts of "competence" and "competence" are in a relationship in which competence is provided by a certain set of competencies.

Professional competence is an integral characteristic that makes it possible to judge the level of preparedness of a psychologist and his ability to perform job functions.

A professional specialist is a person who has achieved a high level of performance of his duties in the main area of functioning of the institution in which he works. Thus, professionalism is a special property of people to systematically, efficiently and reliably perform complex activities in a wide variety of conditions. Having understood the essence of the professional competence of a practical psychologist and his professionalism, we can move on to the question of how to achieve its desired level?

To solve this problem, the authors propose an approach, for the implementation of which one should use the acmeogram of a practical psychologist. The developed acmeogram is a model of a practical psychologist as a professional and reflects the system of requirements for him, the observance of which ensures the productive performance of his functions in real conditions, and also contributes to the constant development and realization of his creative potential.??????

The acmeogram of a practical psychologist presents the objective and subjective characteristics of his work. Objective characteristics include goals and objectives. For their implementation, it is objectively necessary to perform well-defined functions. Consequently, functions also refer to the objective characteristics of the work of a psychologist. The subjective side of this work is represented in the acmeogram through knowledge, skills, professional positions, psychological qualities and acmeological invariants. Let's consider subjective characteristics in more detail.

Professional knowledge how objectively necessary information about all aspects of the work of a practical psychologist is made up of general and particular components that are in demand by practice. They form the basis for the formation of a psychological and pedagogical culture and directly for the technology of achieving the desired results of work by a psychologist. Knowledge of a practical psychologist common features, features and specifics of their professional activities, its structure, content and practice is a necessary prerequisite for its successful implementation.

Professional Skills are the actions and methods of work of a psychologist used by him to implement duties and functions in the process of activity. He needs to be able to objectively and comprehensively analyze the real conditions and factors, goals and objectives of the work and life of the client; plan and effectively carry out socio-psychological work in accordance with scientific recommendations, laws and interests of a person, group, society; systematically study and objectively evaluate the results of socio-psychological activity, as well as implement measures to optimize it. It is equally important to have the ability to effectively implement, first of all, those activities that play a decisive role in achieving the intended goal. At the same time, it is very important to acquire skills of an ever higher order.

The basic components for skill development are skills. Among the important skills, one can single out the ability to regulate one's mental activity and mental states, mobilize opportunities and psychological resources, implement the whole range of activity elements that form an integral technology of productive professional work of a psychologist.

The psychological qualities of a practical psychologist are a set of active elements of a psychological resource, each of which manifests itself in its own way in its activity. They cover the features of professional thinking and consciousness, reflection and self-assessment, goal-setting and motivational sphere, relationships, relationships and practical action. The most significant psychological qualities of a practical psychologist are: an analytical-constructive way of thinking and independence of judgment; sensitivity and insight; emotional-volitional stability and patience; stress tolerance and adaptability different conditions and factors of fulfillment of duties both in the single context of the work and life of the client, and when carrying out independent targeted activities; empathy and reflection; general psychophysical activity.

The professional position of a psychologist determines his orientation, place and role in the process of his prescribed activities. As a stable system of relations, it expresses his self-esteem, the level of professional aspirations, the motivation of his activity and his understanding of his mission. This general side of it is supplemented by specific situational elements that are preferable in the performance of activity functions of a diagnostic, developmental, therapeutic, corrective, consulting, analytical, control-evaluative and other nature.

The acmeological invariants of a practical psychologist are constant involvement in the decision-making process, foresight, insight, personal claims, achievement motivation, self-regulation and other previously unclaimed professionally important qualities and individual characteristics.

It should be noted that the use of the acmeogram as the most complete systemic description of the professional competence of a practical psychologist allows not only to highlight its desired components, but also to identify those that hinder productive activity.

Thus, the analysis of professional activity using acmeogram indicators allows you to get a comprehensive assessment of his professional competence.

It is quite obvious that professional competence is a core component of specific activities and work in general. It is she who is the determining factor in achieving the desired results.

A teacher-psychologist, as a specialist, has a number of requirements that he must meet. The teacher-psychologist should be prepared to:

1. The implementation of professional activities aimed at psychological support educational process, personal and social development of students;

2. Promote socialization and the formation of a common culture of the individual, conscious choice and development educational programs;

3. Promote the protection of the rights of the individual in accordance with the Convention on the Rights of the Child;

4. Promote harmonization social sphere educational institution;

5. Implement measures to form psychological culture students, teaching staff and parents;

6. Develop correctional and developmental programs taking into account the characteristics of the individual;

7. Conduct psychological diagnostics of various profiles and purposes and the necessary psychological and pedagogical correction;

8. Provide psychological support to creatively gifted students.

In addition, the teacher-psychologist should know:

1. The Constitution of the Russian Federation.

2. Laws of the Russian Federation, decisions of the Government of the Russian Federation and educational authorities on education issues.

4. Convention on the Rights of the Child.

5. Regulations regulating issues of labor protection, health care, career guidance, employment of students and their social protection.

6. General, pedagogical psychology, general pedagogy, personality psychology and differential psychology, child, age, social, psychology, pathopsychology, the basics of psychotherapy, career guidance, vocational studies and labor psychology, psychodiagnostics, psychological counseling, MASPO, etc.

It is important for a teacher-psychologist to observe ethical principles in his work.

Professional ethics- a set of norms and rules (principles) that regulate the behavior and communication of people in a certain area of professional activity.

The following most general professional and ethical principles can be distinguished:

1. The principle of professional competence - a teacher-psychologist should solve only those issues in which he is professionally aware, for which he is theoretically and practically prepared;

2. The principle of consumer welfare - protecting the rights of those who resort to psychological services;

3. The principle of confidentiality - the information received by the educational psychologist in the course of work must remain secret and not be transferred to other people without the consent of the person concerned, except if this information does not pose any threat to another person;

4. The principle of the necessity and sufficiency of the information provided - the provision of only the information that is necessary and sufficient to solve certain problems;

5. The principle of scientific validity and objectivity is to use only valid and reliable methods, techniques;

6. The principle of responsibility - the educational psychologist is responsible for the organization, course and results of the psychological examination, for any decision made regarding the client;

7. The principle of ensuring the sovereign rights of the individual - voluntary participation in psychological examination, the right to know the results of the examination;

8. The principle of attitude and respect for the client - accepting the client as he is;

9. The principle of not causing harm to a person (do no harm!) - the activity of a teacher-psychologist should not harm the client's personality.

Competence (or competence) in literal translation from Latin means "related, corresponding". Usually, this term means the terms of reference of a person or institution (TSB, vol. 22, p. 292). The principle of professional competence is one of the main ethical principles of the work of a teacher-psychologist (section 4.3 of this chapter will be devoted to a detailed analysis of professional psychological ethics). It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving it to more qualified specialists. For example, not a single teacher would think of doing an operation if a child has an appendicitis attack, but for some reason some teachers consider themselves entitled to diagnose a student's abilities, his level of mental development, without taking any measurements. Thus, they act unprofessionally, violate the boundaries of their competence. The result of such unprofessional judgments may be the student's doubt about professional qualities teacher (at best) or his disbelief in his own strength, lower self-esteem (in more serious cases).

What is the professional competence of a teacher-psychologist?

1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualification. If the technique requires a higher level of skill, then it is necessary to replace the test with a simpler one in processing, or pass special education. The instructions for some methods (mostly Western ones) indicate the requirements for the user: A - the technique has no restrictions for use, B - the technique can only be used by specialists with higher psychological education, C - the technique can be applied by psychologists subject to additional training.

To carry out, process and interpret the results of some methods (for example, projective ones), even a higher psychological education is not enough. To correctly apply most personality tests and intelligence tests, one or two trial tests during your studies at a university are not enough. A long (at least several weeks or months) training in their interpretation and careful observance of the conditions are necessary.

In the process of learning under the guidance of a person who has skillfully applied the methodology for several years, one can learn to avoid subjectivity in the assessment, correlate the results obtained with the theoretical concepts that the developer adhered to, and interpret the results as objectively as possible. In addition, training will provide an opportunity to extract as much information as possible from the results of the methodology.

2. Exactly the same requirement applies to the work of counseling. The educational psychologist does not have the right to use consultative approaches and techniques if they are not sufficiently qualified. There are several theoretical approaches to consultation. Achieving results depends on how professionally the psychologist applies the theory and techniques developed on its basis in his work.

When studying at a university, students receive knowledge sufficient for independent holding all types of activities of a teacher-psychologist: diagnostics, training, individual and group counseling, including mastering methods based on various theories, but the knowledge gained is predominantly theoretical in nature. It takes time to adapt the existing knowledge to the practice of working in a particular school, with specific groups of students. A novice psychologist usually spends two or three years on such adaptation. Only then can we talk about the primary professional experience. This process can be accelerated, for example, by constantly working with a mentor, observing the work of more experienced colleagues, or doing regular reflection.

It is said that the advisory work of an educational psychologist is never based on a single theoretical approach. Indeed, in counseling, most psychologists are eclectic. But even with an eclectic approach, a professionally competent specialist will differ significantly from an incompetent one. First pick to work on case most effective methods, i.e., giving the most reliable result at a minimum cost. The second one will choose for work what he knows best or what he remembered first of all.

3. Competence will also manifest itself if the educational psychologist refuses to conduct research or counseling in the area of psychology that he has not studied enough. Psychology is very vast, it is impossible to know all branches equally well in it. Just as in education, a rare teacher can teach physics and literature equally well. The same is true in psychology. A person who specializes in career guidance, for example, may not be well versed in medical or forensic psychology, a professional in social psychology may have a poor knowledge of pathopsychology, etc. An educator-psychologist who is able to admit that he is not an expert in one area or another has a genuine pedagogical tact and should in no case be embarrassed by his ignorance.

The main areas of work of a teacher-psychologist have been described above. Recall that among them there are correctional, and developing, and socio-pedagogical, and managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual corrective or developmental work is better performed by introverts (people who are self-oriented), while cultural and educational or socio-pedagogical work often requires the opposite quality - extraversion (outward facing). A competent specialist owns all types of activities, some at a high level, others at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

4. The principle of competence assumes that the educational psychologist will apply psychodiagnostic techniques or consultative techniques only after a preliminary check. Not all methods “measure” exactly what is indicated in the instructions for them, that is, it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure the child's level of knowledge in school subjects, therefore, using this technique, one can only say at what level the child has mastered school curriculum rather than what his level of intelligence is.

Not all methods and tests are psychometrically tested. In order to prove that the technique measures precisely this quality (for example, intelligence quotient, long-term memory, temperament, etc.), a special, long-term and complex check. It is called psychometric (the word is derived from two Latin roots: "psyche" - the soul and "metros" - to measure). Psychometric verification shows how stable the results of the methodology are against the action of extraneous factors (for example, how much the result of the test for diagnosing attention depends on the fatigue of the person at the time of testing), how accurate the measurements are, for which groups of people the method is intended, how stable its results are when repeated, whether the result obtained during the re-conduct will depend on random factors or whether it will show the progress of a person in the development of this quality, and a number of other indicators. Since these measurements are complex and require a large number subjects and for a long time, not all teachers conduct them. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or if there is no such manual, it is advisable to replace the method with another, more reliable one, or conduct the test yourself.

The same applies to counseling techniques and methods that help to solve the problem facing the psychologist in one case, and lead him to failure in another. In order to avoid mistakes and failures associated with the incorrect use of methods and methods of work, it is necessary to carry out their preliminary check (on yourself, friends, familiar children, etc.).

5. Another result of observing this principle is that the teacher-psychologist is not afraid to make a mistake and quickly corrects the mistakes made. Mistakes are made by all people, even professionally competent ones. But a good specialist differs from a bad one in that, firstly, he notices his mistakes faster, since he uses reflection more often in his work, and, secondly, he will not persist in his mistake and will find ways to correct it, even if it is threatens at some point with a decrease in his authority.

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly orients himself in different situations communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words to support, encourage, and to scold or explain something. His orientation is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by a teacher-psychologist due to the fact that he knows his own characteristics, is confident in himself and knows how to quickly understand communication partners - their manner of speaking, features of temperament and character, communication style, which helps him to find convincing arguments for them. . At the heart of communication competence is social sensitivity, general level culture of a person, his knowledge of ideological and moral rules and patterns public life.

Knowledge of the world cultural heritage (literature, painting, music) helps to form sustainable moral standards behavior and attitude towards the world and people, i.e. true communication skills. In addition, this knowledge helps to quickly understand the individual characteristics of students, and therefore, to find with them mutual language following the rules of conduct. The teacher-psychologist should be aware of modern ideological trends and the moral code of the society in which he lives, and of world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students in solving worldview issues and thereby win a strong authority and respect on their part. Public life includes not only the structure of national and local (regional, city) authorities, although the teacher’s knowledge of their foundations is also important, but also the features of relationships in various social strata and groups (in production teams, families, between relatives, friends, in the service sector). , leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also be of great help.

Both general and communicative competence can increase with the accumulation of experience and can decrease if a person has stopped in his development and uses only previously accumulated knowledge and ideas.

Competence (or competence) in literal translation from Latin means "related, corresponding".

Usually, this term means the terms of reference of a person or institution (TSB, vol. 22, p. 292). The principle of professional competence is one of the main ethical principles of the work of a teacher-psychologist (section 4.3 of this chapter will be devoted to a detailed analysis of professional psychological ethics). It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving it to more qualified specialists. For example, not a single teacher would think of doing an operation if a child has an appendicitis attack, but for some reason some teachers consider themselves entitled to diagnose a student's abilities, his level of mental development, without taking any measurements. Thus, they act unprofessionally, violate the boundaries of their competence. The result of such unprofessional judgments may be a student's doubt about the professional qualities of a teacher (in the best case) or his disbelief in his own strength, a decrease in self-esteem (in more serious cases).

What is the professional competence of a teacher-psychologist?

1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualification. If the technique requires a higher level of skill, then it is necessary to replace the test with a simpler one in processing or undergo special training. The instructions for some methods (mostly Western) specify the requirements for the user; A - the technique has no restrictions for application, B - the technique can be used only by specialists with higher psychological education, C - the technique can be applied by psychologists subject to additional training.

To carry out, process and interpret the results of some methods (for example, projective ones), even a higher psychological education is not enough. To properly apply most personality and intelligence tests, one or two practice tests while studying at a university are not enough. A long (at least several weeks or months) training in their interpretation and careful observance of the conditions are necessary.

When studying at a university, students receive knowledge sufficient to independently carry out all types of activities of a teacher-psychologist: diagnostics, training, individual and group counseling, including mastering methods based on various theories, but the knowledge gained is predominantly theoretical. It takes time to adapt the existing knowledge to the practice of working in a particular school, with specific groups of students. A novice psychologist usually spends two or three years on such adaptation. Only after that can we talk about primary professional experience. This process can be accelerated, for example, by constantly working with a mentor, observing the work of more experienced colleagues, or doing regular reflection.

3. Competence will also manifest itself if the educational psychologist refuses to conduct research or consulting in the area of psychology that he has not studied enough. Psychology is very vast, it is impossible to know all branches equally well in it. Just as in education, a rare teacher can teach physics and literature equally well. The same is true in psychology. A person specializing, for example, in the field of career guidance, may have a poor understanding of medical or forensic psychology, a professional in the field of social psychology may have a poor knowledge of pathopsychology, etc. An educational psychologist who is able to admit that he is not an expert in one area or another, has a genuine pedagogical tact and in no case should be ashamed of his ignorance.

The main areas of work of a teacher-psychologist have been described above. Recall that among them there are correctional, and developing, and socio-pedagogical, and managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual corrective or developmental work is better performed by introverts(people who are characterized by self-centeredness), and for cultural and educational or socio-pedagogical work, the opposite quality is often required - extraversion(outward-facing), A competent person owns all activities, some at a high level, others at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

4. The principle of competence assumes that the educational psychologist will apply psychodiagnostic techniques or consultative techniques only after a preliminary check. Not all methods "measure" exactly what is indicated in the instructions for them, i.e. it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure a child's level of knowledge in school subjects, so using such a technique, one can only tell at what level the child has mastered the school curriculum, and not what his level of intelligence is.

Not all methods and tests are psychometrically tested. In order to prove that the technique measures precisely this quality (for example, intelligence quotient, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is called psychometric (the word is derived from two Latin roots: "psyche" - soul and "metros" - to measure). Psychometric verification shows how stable the results of the methodology are against the action of extraneous factors (for example, how much the result of the test for diagnosing attention depends on the fatigue of the person at the time of testing), how accurate the measurements are, for which groups of people the method is intended, how stable its results are when repeated, whether the result obtained during the re-conduct will depend on random factors or whether it will show the progress of a person in the development of this quality, and a number of other indicators. Since these measurements are complex and require a large number of subjects and a long time, not all teachers carry them out. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or if there is no such manual, it is advisable to replace the method with another, more reliable one, or conduct the test yourself.

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates in various situations of communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words to support and encourage , and in order to scold or explain something. His orientation is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by an educational psychologist due to the fact that he knows his own characteristics, is confident in himself and knows how to quickly understand communication partners - their manner of speaking, temperament and character, communication style, which helps him find convincing arguments for them. . Competence in communication is based on social sensitivity, the general level of a person’s culture, his knowledge of the ideological and moral rules and patterns of social life.

Knowledge of the world cultural heritage (literature, painting, music) helps to form stable moral norms of behavior and attitude towards the world and people, i.e. true competence in communication. In addition, this knowledge helps to quickly understand the individual characteristics of students, and therefore, to find a common language with them, observing the norms of behavior. The teacher-psychologist should be aware of modern ideological trends and the moral code of the society in which he lives, and of world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students in solving worldview issues and thereby gain strong authority and respect. With their sides. Public life includes not only the structure of national and local (regional, city) authorities, although the knowledge of their foundations by a psychologist is also important, but also the peculiarities of relationships in various social strata and groups (in production teams, families, between relatives, friends, service, leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also be of great help.

K. V. Tyryshkina

RESEARCH COMPETENCE AS A PSYCHOLOGICAL AND PEDAGOGICAL CATEGORY

The global changes that have taken place last years in all spheres of life, and affected the education system. The notion of “competence-based approach” has become especially widespread in this system. The meaning of this approach has not yet been settled, we can only highlight some of its essential features:

Aggregate general principles determining the goals of education, selecting the content of education, organizing the educational process and evaluating educational results (O.E. Lebedev);

The ability of an individual to independently select and the ability to use already accumulated knowledge in various situations and areas of life (A.L. Andreev);

Mastering knowledge and skills in a complex (A.V. Khutorskoy);

Orientation not only to the assimilation of knowledge, but also to the methods of this assimilation, to the ways of thinking and activity, to the development of cognitive forces and the creative potential of students (V.A. Dalinger).

Within the competence-based approach, two basic concepts of "competence" and "competence" are distinguished. In modern pedagogical science there are no well-established definitions of these concepts, and each researcher interprets them differently. Russian researchers I.G. Agapov, N.V. Bagramova, V.V. Serikov and others consider these concepts as synonymous. However, A.Zh. Zhafyarov, I.A. Zimnyaya, A.V. Khutorskaya propose to distinguish between the concepts of "competence" and "competence". We also adhere to this point of view and distinguish between these concepts. By the term "competence in this area" we mean the name of the type of activity of mankind, the essence of which is the need to solve specific problems this area (A.Zh. Zhafyarov). Under the term "competence" - the level of mastery of the relevant competence; it characterizes the personality, is the result of the formation of ZUNs and the experience of the subject, semantic and socially significant orientations (A.Zh. Zhafyarov).

As a result, we can conclude that every graduate of any educational institution must have an appropriate set of key competencies. One of the leading places in this set is occupied by research competence.

The concept of research competence at the everyday level can be associated with the ability to find an answer to a creative, research problem with an unknown solution, which involves the development of the main stages of activity characteristic of research in the scientific field. A. A. Ushakov in his work “The development of research competence of students of a specialized school as a personally meaningful experience in the implementation of educational research activities” gives the following definition of research competence: “… integral quality personality, expressed in the readiness and ability to independently search for solutions to new problems and creatively transform reality on the basis of a combination of personally meaningful knowledge, abilities, skills, methods of activity and value orientations. There are completely different interpretations of this concept:

Research competence is considered as the ability and research skills associated with the analysis and evaluation of scientific material (N.I. Plotnikova);

Research competence is a special functional system of the psyche and an integral set of human qualities associated with it, which provides him with the opportunity to be an effective subject of this activity (E.V. Berezhnova).

From our point of view, a more complete definition of research competence will be the definition of A.A. Ushakov, which is presented above.

The development of this competence occurs through the development of its individual components. Based on the analysis of the literature, we can distinguish the following components of research competence:

1. Motivational-value (the student realizes the need and importance of approaching the solution of the problem from a research, creative position).

2. Cognitive (knowledge of the structure, ways to solve a research problem).

3. Activity:

Operational (a hypothesis is put forward and proved; the result is analyzed);

Organizational (activity is planned: time and means of activity are rationally used);

Cooperation (work in a group; mutual assistance and mutual control);

4. Reflective-evaluative (analysis and evaluation of one's activities).

Based on the presented components, the development of the research competence of students in the educational process will be effective if the following are created: pedagogical conditions:

The content of education is focused on the formation of students' readiness for research activities and satisfies the principles of problematicity, diversity and multifunctionality, aimed at the development of universal methods cognitive activity;

The organization of the educational process puts the student and parents in the active position of a researcher who masters the universal methods of cognitive activity, involves them in critical analysis, selection and construction of a personally significant content of research activity;

The teacher guides the research activities of students and provides psychological and pedagogical support for it on the basis of the readiness formed in him for such work.

Thus, research competence is such a quality of a person that is expressed in the ability to independently understand reality, readiness to find solutions to problems and contradictions that have arisen, and find the most rational ways to achieve goals. The development of this competence in the learning process is one of the main tasks of the teacher, since modern society causes an objective need for active, creative individuals who are able to navigate in non-standard situations, quickly adapt and adapt to changes in society.

Bibliography:

1. Lebedev O. E. Competence approach in education / O. E. Lebedev // School technologies. - 2004. - No. 5. - S. 3-12.

2. Andreev A. L. Competence-based paradigm in education: experience of philosophical and methodological analysis / A. L. Andreev // Pedagogy. - 2005. - No. 4. - S. 19-26.

3. Khutorskoy A. V. Key competencies as a component of the personality-oriented paradigm of education / A. V. Khutorskoy // Public education. - 2003. - No. 2. - S. 58-64.

4. Dalinger V. A. Competence-based approach - an alternative to the extensive path of development of the education system / V. A. Dalinger // Fundamental research. - 2007. - No. 10. - S. 46-47.

5. Zhafyarov A. Zh. Competence-based approach to the study school course algebra / A. Zh. Zhafyarov // Pedagogical education and science. - 2011. - No. 8. - S. 64-68.

6. Ushakov A. A. Development of research competence of students of a profile school as a personal meaningful experience in the implementation of educational and research activities / A. A. Ushakov // Bulletin of the Adyghe state university. - 2008. - Issue. 5. - S. 123-126.

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Course work

Competences formed by psychologists in the Federal State Educational Standard of Higher Professional Education

Introduction

Main part

1. Characteristics of competencies

Conclusion

Bibliography

Introduction

The relevance of the study is due to several factors.

Firstly, despite the fact that the Russian theory and practice of higher education has a huge potential for methods, forms and means of teaching, the main type of teaching is still the verbal type: the use of oral and printed words, when the teacher speaks mainly as an informant and supervisor of students. Obviously, in the light of modern requirements for a graduate, which are formed under the influence of the situation on the labor market and such processes as the acceleration of the pace of development of society and the widespread informatization of the environment, the authoritarian-reproductive education system is outdated. An education focused only on the acquisition of knowledge means at the present time an orientation towards the past.

Secondly, in a changing world, the education system should form such new qualities of a graduate as initiative, innovation, mobility, flexibility, dynamism and constructiveness. A future professional should have a desire for self-education throughout his life, master new technologies and understand the possibilities of their use, be able to make independent decisions, adapt in the social and future professional sphere, solve problems and work in a team, be prepared for overload, stressful situations and be able to get out of them quickly.

The upbringing of such a socially and professionally active person requires teachers of modern higher education to use completely new methods, techniques and forms of work. To form a competent graduate in all potentially significant areas vocational education and life itself, it is necessary to apply active teaching methods, technologies that develop, first of all, the cognitive, communicative and personal activity of students.

One of the promising directions in terms of solving this problem is the implementation of a competency-based approach.

The competence-based approach in vocational education is not a tribute to the fashion to invent new words and concepts, but an objective phenomenon in education, brought to life by socio-economic, political, educational and pedagogical prerequisites. First of all, it is the reaction of vocational education to the changed socio-economic conditions, to the processes that appeared along with market economy. The market imposes on a modern specialist a whole layer of new requirements that are not sufficiently taken into account or not taken into account at all in the training programs for specialists. These new requirements, as it turns out, are not rigidly connected with one or another discipline, they are of a supra-subject nature, they are distinguished by universality. Their formation requires not so much new content (subject content) as other pedagogical technologies. Some authors call such requirements basic skills (V.I. Baidenko), others call them superprofessional, basic qualifications (A.M. Novikov), others call them key competencies (A.V. Khutorskoy, E.F. Zeer, etc.). That is why today a number of scientists (V.A. Bolotov, V.V. Serikov, G.K. Selevko, A.V. Khutorskoy) single out a competency-based approach to education, the main criteria of which are considered to be the acquisition by students of the experience of independent activity and personal responsibility.

The concepts - "competency-based approach" and "key competencies" have become widespread relatively recently in connection with discussions about the problems and ways of modernization. Russian education. Appeal to these concepts is associated with the desire to determine the necessary changes in education, including professional education, due to changes taking place in society.

Now there are large scientific-theoretical and scientific and methodological work, which analyze the essence of the competency-based approach and the problems of the formation of key competencies at different levels of the education system, for example, the works of A.V. Khutorsky, V.I. Baidenko, V.A. Bolotova, S.A. Druzhilova, E.F. Zeera, I.A. Zimnyaya, V. Landsheer, O.E. Lebedev, I. Osmolovskaya, A. Petrov, S.B. Serebryakova, M.A. Choshanova and others.

In 2009 the Ministry of Education and Science Russian Federation an order was issued, signed by the Minister of Education A. Fursenko, “On the approval and implementation of the federal state educational standard higher professional education in the direction of training 050400 Psychological and pedagogical education (qualification (degree) "Bachelor")". According to this order, from January 1, 2010, the federal state educational standard was put into effect.

The object of the course work is the Federal State Educational Standard of Higher Professional Education in the direction of training 050400 "Psychological and Pedagogical Education" qualification "Bachelor".

The subject is the specific analyzed competencies of the standard: OK-9, GPC-6, SCP-4, PCSP-2, PCSP-4, PCD-6.

The purpose of this course work is to analyze the competencies of the educational standard in the direction of "Psychological and pedagogical education" qualification "bachelor".

1. Give a description of each analyzed competence.

2. Describe the significance of each competence in obtaining education in the profile "Educational Psychologist".

3. According to the plan for the preparation of bachelors, consider in which academic disciplines each competence can be formed, how many hours are devoted to the study of this discipline.

4. To reveal the structure of each considered competence.

5. Present the planned ones - at the threshold level and at the advanced level.

The course work consists of an introduction, six chapters, each of which is devoted to a certain competence, a conclusion and a list of references.

student psychologist general cultural competence

Main part

1. Characteristics of competencies

The federal state educational standard of higher professional education in the direction of training 050400 "Psychological and pedagogical education" qualification "bachelor" provides that the graduate must have certain general cultural competencies (OK).

The general cultural competence of OK-9 provides that the graduate "is able to understand the principles of organizing scientific research, ways to achieve and build scientific knowledge."

This competence is understood as the ability of students to apply the methods of theoretical and experimental research to achieve and build scientific knowledge.

The need to form a holistic worldview and scientific outlook of students;

The requirement to form the ability of university graduates to work with large flows of information, to apply the methods of mathematical processing of information when conducting experimental research;

The need for students to master the general scientific methods and techniques of research, both empirical and theoretical levels.

This competence is formed in the process of studying the disciplines of cycles B1, B2 and B3:

Philosophy;

Foreign language;

Mathematics;

Modern information technologies;

Anatomy and age physiology;

Fundamentals of Pediatrics and Hygiene;

Workshop on modern information technologies;

Coursework on PC;

multicultural education;

social pedagogy;

Pedagogical psychology;

Introduction to psychological and pedagogical activity;

Pedagogy;

Organization of children's recreation;

Psychological and pedagogical support of developing educational programs.

That is, the competence of OK-9 is formed by students in the study of 18 disciplines.

Competence structure of OK-9:

The bachelor knows

Basic methods of mathematical information processing;

Methods of empirical and theoretical research;

Able to interpret information presented in the form of diagrams, diagrams, graphs, graphs, formulas, tables;

Use empirical and theoretical research methods; methods of processing experimental data;

Methods of mathematical processing of information;

The skills of using the methods of empirical and theoretical research in research and professional activities.

Planned levels of formation of OK-9 competence among university graduates.

Competence levels	The main features of the level
threshold level	Knows methods of mathematical processing of information; Able to reveal the essence of the methods of mathematical processing of information; Able to interpret information presented in the form of diagrams, diagrams, graphs, graphs, tables Knows the methods of theoretical and experimental research; Has experience in using scientific research methods in teaching and research activities; Owns methods of processing experimental data
Enhanced level	Can justify the use this method mathematical processing of information in a specific situation; Can identify the type mathematical model to solve practical problems, including those from the sphere of professional tasks; Owns the method of mathematical modeling Knows the main stages of theoretical and experimental research methods; Can justify the use of this method of scientific research in a particular situation, including in professional activities; Has experience in using scientific research methods in professional activities

The Federal State Educational Standard of Higher Professional Education in the direction of training 050400 "Psychological and Pedagogical Education" qualification "bachelor" provides that the graduate must have certain professional competencies common to all types of professional activity (OPK).

The general professional competence of GPC-6 provides that the graduate is able to organize joint activities and interpersonal interaction of the subjects of the educational environment.

This competence is understood as: adequate self-assessment, building interpersonal relationships, correlation of personal and group values / interests, teamwork, performance of certain roles and responsibility for the overall result.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to train graduates who have the skills to work in a team (help, support, approval of each other's efforts); having the necessary social skills (leadership, communication, conflict management); capable of taking individual responsibility for working in a team.

Social Psychology;

Educational programs for preschool children;

Methodology and methods of psychological pedagogical activity;

Qualitative and quantitative methods of psychological and pedagogical research;

Psychological and pedagogical interaction of participants in the educational process;

Psychological and pedagogical correction;

Workshop on General and Experimental Psychology;

Psychological and pedagogical workshop;

Educational and production practices;

Final state certification.

That is, the competence of GPC-6 is formed by studying 11 disciplines.

The structure of competence "is able to organize joint activities and interpersonal interaction of subjects of the educational environment":

The bachelor knows

Fundamentals of organizing work in a team (teamwork);

Establish and maintain constructive relationships with colleagues, correlate personal and group interests, show tolerance for other views and points of view;

Experience in working in a team (in a team), controlling skills (evaluating teamwork, clarifying further actions, etc.).

Planned levels of competence formation among university graduate students

Competence levels	The main features of the level
threshold level	Knows the basics of organizing work in a team (teamwork); Knows the basics of conflict theory; Has experience of working in a team (team); Understands the need joint activities in interaction with others; Demonstrates care and respect for other people
Enhanced level	Able to organize the work of the team (team); Able to identify the causes and take measures to resolve conflicts; May be responsible for the results of joint work; Able to make a tangible contribution to the work of the team, even if his personal interests are not taken into account

The federal educational standard provides that a graduate must have professional competencies in the activities of psychological and pedagogical support of preschool, general, additional and vocational education (PKPP).

The competence of SCP-4 is defined as “capable of reflecting on the methods and results of one's professional actions”.

This competence is understood as: the ability to professional activities, the performance of certain roles and responsibility for the overall result, has the motivation to carry out professional activities.

Qualitative and quantitative methods of psychological and pedagogical research;

Professional ethics in psychological and pedagogical activity;

Psychology of family and family education;

Methods of active socio-psychological education of children.

That is, the competence of SCP-4 is formed by studying four disciplines.

The structure of competence is “capable of reflecting on the methods and results of their professional actions”:

Bachelor knows:

Regulatory framework modern education associated with the teacher's responsibility in pedagogical activity;

Theoretical foundations of pedagogical activity;

External forms of control that ensure accountability for the results of its activities (accountability, punishability, etc.), and internal forms self-regulation of his activities (sense of responsibility, sense of duty).

Apply general professional knowledge to the performance of certain roles;

– actualize your potential to achieve positive results in professional activities.

- personal qualities, such as responsibility, tolerance, humanity;

- methods and techniques of reflection of their pedagogical activity;

– skills of self-control of the results of professional activity from the standpoint of the implementation of accepted norms and rules.

Planned levels of formation of the competence of SCP-4 among university graduate students:

Competence levels	The main features of the level
threshold level	- knows the legal framework of modern education, related to the responsibility of the teacher in pedagogical activity; - owns theoretical foundations pedagogical activity; - is able to apply general professional knowledge to the performance of certain roles; - owns the methods and techniques of reflection of their pedagogical activity; - knows how to build a strategy of pedagogical behavior in accordance with the situation.
Enhanced level	- knows the external forms of control that ensure the imposition of responsibility for the results of its activities (accountability, punishability, etc.); - is able to demonstrate the internal forms of self-regulation of his activities (a sense of responsibility, a sense of duty). - is able to show personal qualities, such as responsibility, tolerance, humanity; - owns modern pedagogical technologies oriented to the subject-subject interaction; – possesses the skills of self-control of the results of professional activity from the standpoint of the implementation of accepted norms and rules; – able to actualize their potential to achieve positive results in their professional activities.

The federal educational standard provides that a graduate must have professional competencies in the field of psychological and pedagogical support for children with handicapped Health in Correctional and Inclusive Education (PKSSPP).

The competence of PKSPP-2 is defined as “ready to apply the recommended methods and technologies that allow solving diagnostic and correctional and developmental tasks”.

This competence is understood as the possession by a university graduate of technologies and methods for solving diagnostic and correctional and developmental tasks, taking into account the specifics of the field of subject knowledge and the type of educational institution.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined by the need to form and develop the student's professional competence in the field of practical psychological and pedagogical activity.

This competence is formed in the process of studying the disciplines of the B3 cycle:

Defectology;

Psychology of children with intellectual disabilities;

pathopsychology;

Psychological service in education.

That is, this competence is formed in the study of four disciplines.

The bachelor knows

The essence of modern methods and technologies, including information;

Analyze information from the position of the problem under study;

Use modern techniques and technologies, including information technologies, for solving diagnostic and correctional and developmental tasks;

Technologies for solving diagnostic and correctional and developmental problems.

Planned levels of formation of the competence of PKSSP-2 among students-graduates of the university

Competence levels	The main features of the level
threshold level	Knows the essence of modern methods and technologies, including information technologies; Has an idea about the choice of forms, methods and techniques and means of diagnostics and development; Able to analyze information from the position of the problem under study; Can develop an outline of a lesson using a specific technology
Enhanced level	Knows the criteria for assessing the quality of the correctional and developmental process; Able to use modern methods and technologies, including information; Owns technologies for solving diagnostic and correctional and developmental problems

The federal educational standard stipulates that a graduate must have professional competencies in the field of social and pedagogical activity (PKSP).

The competence of the PCSP-4 is defined as "capable of participating in the development and implementation of socially valuable activities of the student, the development of social initiatives, social projects."

The competence of PKSP-4 is understood as free orientation in the historical and cultural space; definition of goals, objectives, principles of organization of various forms of socially valuable activities of the population; implementation of pedagogical guidance and programming of developing forms of socially valuable activities and social initiatives of various categories of the population, as well as the ability to develop and implement socially significant projects.

This competence is mandatory according to the Federal State Educational Standard of Higher Professional Education "Psychological and Pedagogical Education". Its significance is determined

The need to train graduates who are able to demonstrate an understanding of the essence of socially valuable activity;

Able to create various socially significant projects;

Determine the effectiveness of socially valuable activities.

This competence is formed in the process of studying the disciplines of cycle B.3:

Theory of training and education;

History of Pedagogy and Education;

multicultural education;

Psychology of development.

That is, the competence of the PCSP-4 is formed in the study of four disciplines.

Competence structure "is able to participate in the development and implementation of socially valuable activities of the student, the development of social initiatives, social projects":

The bachelor knows

Current state and development trends of social initiatives;

Develop and implement socially significant projects;

Experience in the use of modern technologies in practical socially valuable activities.

Planned levels of formation of the competence of PKSP-4 among students-graduates of the university

Levels of formation competencies	The main features of the level
threshold level	Has an idea of the essence of socially valuable activity, its place and role in the life of a person and society; Understands the basic terms of socially valuable activity; Has an idea about the functions and principles of socially valuable activities; Has an idea about the content, forms, methods of socially valuable activity; Knows the spheres, subjects of socially valuable activity; Has an idea about the state social policy; Has an idea about state of the art and trends in the development of social technologies; Critically comprehends social theories, concepts, approaches
Enhanced level	Able to use a variety of methods for assessing the current social situation; Use different research methods; methods of processing experimental data; Can demonstrate the possibility of different interpretations of the results obtained; Able to be responsible for the results of their actions and the quality of the tasks performed; Has experience in managing design and research activities, making non-standard solutions to professional problems; Can use modern technologies in the implementation of socially significant projects

The federal educational standard provides that a graduate must have professional competencies in educational activities V preschool education(PKD).

The competence of JPC-6 is defined as "capable of interacting with the family, teachers and psychologists of an educational institution on the issues of education, training and development of preschoolers."

This competence is understood as the ability to build a system of one's own actions aimed at organizing interaction with the family, teachers and psychologists of an educational institution.

Inclusion of the family, teachers and psychologists in the process of setting goals, in planning and implementing plans, in the process of self-control, self-analysis and self-assessment of performance;

Joint analysis of activities, designing a system of own actions and actions of colleagues.

This competence is formed in the process of studying the disciplines of cycle B.3:

Professional ethics in psychological and pedagogical activity;

Psychology of family and family education.

That is, this competence is formed in the study of two disciplines.

The structure of competence "is able to interact with the family, teachers and psychologists of an educational institution on the issues of education, training and development of preschoolers":

The bachelor knows

The theory of training and education;

Check and evaluate the level of education, upbringing and development of preschoolers;

Statistically process data, analyze it, identify dynamics and trends;

Predict further development events in the education, development and upbringing of preschool children;

Skills for checking, assessing the level of education, upbringing and development of preschoolers;

Data processing skills, their analysis, identification of dynamics and trends;

The skills of predicting the further development of events in the education, development and upbringing of preschool children.

Planned levels of formation of competence JPC-6:

Competence levels	The main features of the level
threshold level	Has an idea about the theory of training and education; Knows how to select methods for checking and evaluating the level of education, upbringing and development of preschool children, statistically process and analyze data; Able to suggest ways to solve individual life problems of the child.
Enhanced level	Knows the theory of training and education; Able to apply appropriate methods for checking and evaluating the level of education, development and upbringing of preschoolers, statistically process and analyze data; identify dynamics and trends, predict further developments in the education and upbringing of children; Capable of planning and implementing effective ways solving individual life problems of the child.

2. Characteristics of the work experience of psychologists

Competence OK-9: "is able to understand the principles of organizing scientific research, ways to achieve and build scientific knowledge."

In the article “Energy of Association” (“School Psychologist”, 2002. No. 10), educational psychologist Mikhail Troshagin tells his experience in organizing scientific research, which he conducted in a group of mutual psychological help. Quote from the article: “A group of mutual psychological assistance is being created in Vysokoklyucheva high school. The group is led by a teacher-psychologist. Membership in the group is voluntary. The group may include students in grades 8-11 of the school who agree to perform the duties of a member of the group. The group can work with a number of at least 8 people and no more than 16 people. The author goes on to describe his Scientific research, which ended with the writing of a dissertation and the degree of candidate of psychological sciences.

Competence GPC-6: "is able to organize joint activities and interpersonal interaction of subjects of the educational environment."

In the article "Cooperation" ("School Psychologist", 2003. No. 19), a teacher-psychologist of a school in Svobodny talks about the cooperation of a psychologist with school teachers and administration. Quote from the article: “In order to solve serious school problems of students, as a teacher-psychologist, I always need to work together with the class teacher and parents, we are all involved in a common program of action. Psychological work at school needs serious pedagogical support: this includes the development or correction of interpersonal relationships in the classroom, and the individual problems of children, and psychological training. For many years, we have had close cooperation with primary school teachers Natalya Gudkova, Irina Kolesnikova and others, it helps a lot in the work of the deputy. director of primary school Natalya Dutnaya. Each time we are convinced that with such cooperation, the methodological baggage of parents, teachers, and psychologists is enriched.

Competence of SCP-4: "capable of reflecting on the methods and results of their professional actions."

In the article by N.L. Rosina "Problems and opportunities for the development of reflection in the preparation of a psychologist" the author examines in detail the method of reflection and the features of its application in the training of future psychologists. Email address articles: http://bibliofond.ru/view.aspx?id=9346 . Quote from the article: “This article is devoted to highlighting the main problems that prevent the full development of reflection in the educational activities of students and to determine the teacher's capabilities in terms of intensifying the development of this process. ... Mastering the reflective position on the student bench is really doable, provided that educational process at the university will be built as a joint productive activity in accordance with the principles of innovative strategy and technology.

In the article “Trust or Manage” (“School Psychologist”, 2006. No. 18), the author talks about psychological trainings and about the methods and technologies that he uses in his practical work psychologist. Quote from the article: “Practical psychology has been penetrating into various spheres of our life in recent years. Of course, one of the most popular and practically applicable areas of it are psychological training. In recent years, such trainings (both socio-psychological and personal) have become quite popular, penetrating into various areas of our lives: business (trainings in sales, effective communication, etc.), education (trainings in various skills, conflict resolution, etc.). ) and many others. Personal growth training has also become an integral part of psychology education. In line with the socio-psychological adaptation of modern youth, psychological training with adolescents is also an important element.

Competence of PKSP-4: "is able to participate in the development and implementation of socially valuable activities of the student, the development of social initiatives, social projects."

In the article “Pictures from the Competition” (“School Psychologist”, 2006. No. 1), the author, a teacher-psychologist of one of the schools in the city of Orel, tells in detail about the competition of social initiatives, in which the students of his school won a prize. The author talks about how he, together with teachers, prepared children for this competition.

Competence of PKD-6: "is able to interact with the family, teachers and psychologists of an educational institution on the issues of education, training and development of preschool children."

The work experience of psychologists in applying the competence of PKD-2 is described in the article "Psychological support of the educational process in preschool educational institutions", where the teacher-psychologist kindergarten tells about how it is carried out in their kindergarten psychological support educational process and the professional tasks of the correctional and developmental program are implemented, in which the interaction of all kindergarten employees and outside specialists is carried out, as well as the involvement of parents in joint activities.

Conclusion

So, the modern Federal State Educational Standard of Higher Professional Education in the direction of training 050400 "Psychological and Pedagogical Education" qualification "Bachelor" is based on a competency-based approach.

IN term paper Six competencies were considered in detail, which are mandatory for the formation of students according to the third generation of the Federal State Educational Standards of Higher Professional Education. Also, those academic disciplines were prescribed in which these competencies can be formed throughout the entire time of study of a bachelor-psychologist of education.

The new philosophy of higher professional education is distinguished by a focus on ensuring the high quality of specialist training and the formation of his competence. In modern world educational practice, the concept of competence acts as a central, “nodal” one, since competence, firstly, combines the intellectual and skill components of education; secondly, the concept of “competence” contains the ideology of interpreting the content of education, formed “from the result” (“output standard”); thirdly, competence has an integrative nature, incorporating a number of homogeneous skills and knowledge related to broad areas of culture and activity (professional, informational, legal, etc.).

The content vectors of this approach emphasize the practice-oriented orientation of educational programs of higher education. Competence is operational. In addition to the system of theoretical and applied knowledge, it includes cognitive and operational-technological components. In other words, competence is a set (system) of knowledge in action. The acquisition, transformation and use of knowledge are active processes, therefore, the structure of competence also includes emotional-volitional and motivational components. Therefore, an indispensable and indispensable condition for a student to acquire competence as a result of vocational education requires his active (subjective) position in the educational process.

According to authoritative experts, the competence-based approach is the methodological foundation of a new, emerging paradigm of higher professional education in Russia. So, V. A. Baidenko notes that in vocational education today there is a shift from a qualification approach to a competency-based one. The qualification approach assumes that the professional educational program is linked to the objects (objects) of labor, correlates with their characteristics and does not indicate what abilities, readiness, knowledge and attitudes are optimally associated with the efficiency of a person's life. Qualification means the predominance of framework activities in stable professional fields and algorithms. Competence, on the other hand, meets the requirements of “floating” professional boundaries, the dynamics of professions, their globalization, and the destruction of professional closures.

This does not preclude the requirement for a high level of professionalism in specific subject areas. Competences imply contextual expediency of activity, contextual creativity, contextual role-based self-organization, self-management, self-assessment, self-regulation, self-correction, self-positioning.

To summarize the above, it should be emphasized that the analysis of learning outcomes/competences is the only reliable way to compare learning and study programs offered by higher education institutions. By formulating appropriate learning outcomes, standards can be set covering the level and content of theoretical knowledge disciplines, skills, and general academic or transferable competencies. To make the program more transparent and comparable at European level, it is necessary to formulate learning outcomes/competences for each recognized qualification. These learning outcomes must be recognizable and measurable in the program chosen for such a qualification. Learning outcomes should be formulated not only at the level of formal qualifications, but also at the level of modules or courses. Clear learning outcomes facilitate the transfer and accumulation of credits, as well as the precise indication of achievements for which credits are or have been awarded.

Bibliography

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3. Competences in education: design experience: Sat. tr. / ed. A.V. Khutorsky. - M.: Scientific and innovative enterprise "INEK", 2007. - 327 p.

4. Competence approach in teacher education / Ed. V.A. Kozyreva, N.F. Radionova - St. Petersburg, 2004. - 164 p.

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Competences of educational psychologists according to the third generation of the Federal State Educational Standards. Research Competence as a Psychological and Pedagogical Category

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