| No. p / p | Stage name | The main psychological neoplasms of the stage |
| Amorphous option (0-12 years old) | Professionally oriented interests and aptitudes | |
| Option (12-16 years old) | Professional intentions, choice of the path of vocational education and training, educational and professional self-determination | |
| Vocational training (16-23 years old) | Professional readiness, professional self-determination, readiness for independent work | |
| Professional adaptation (18-25 years old) | Mastering a new social role, experience of independent performance of professional activities, professionally important qualities | |
| Primary professionalization | Professional position, integrative professionally significant constellations, individual style of activity. skilled labor | |
| Secondary professionalization | Professional mentality, identification with the professional community, professional mobility, corporatism, flexible style of activity, highly qualified activity | |
| professional excellence | Creative professional activity, mobile integrative psychological neoplasms, self-design of one's activity and career, pinnacle (acme) of professional development |
The transition from one stage of professional development to another means a change in the social situation of development, a change in the content of the leading activity, the development or assignment of a new social role, professional behavior, and, of course, the restructuring of the personality.
24. Psychological characteristics of the stage of option.
The stage of "option" (optatio - from Latin - desire, choice) (from 11-12 to 14-18 years). This is the stage of preparation for life, for work, conscious and responsible planning and choice of a professional path; accordingly, a person who is in a situation of professional self-determination is called an "optant". The paradox of this stage lies in the fact that an adult, for example, an unemployed person, may well find himself in the situation of an "optant"; as noted by E.A. Klimov, "option is not so much an indication of age", but rather an indication of the situation of choosing a profession. During this period, there is a mastery of a system of socially significant value ideas, ideals (mental models of building a life, activity, professional path), active and effective assimilation of a system of proper relationships with peers and elders, active introspection and correlation of one’s personality with the adult world, attempts to really plan one’s own future. At this time, the information foundations of the moral, social, and, consequently, professional orientation of the individual are especially intensively and actively formed. This period is characterized by active attempts at self-improvement: self-education, self-education, self-organization, the desire to prepare oneself for the future. The ability of awareness, control of operations of thinking and arbitrary control of them is intensively developing. The optant stage ends with the formation of a mental neoformation specific to it in the structure of the subject of activity (in his self-consciousness) - a realistic idea of some "referential" professional community, into which he includes himself in the future. This stage is followed by the training stage.
25. Psychological characteristics of the stage of professional training.
Before this stage is the option stage. The training stage is one of the most important stages professional development personality. According to E. A. Klimov, during this period a person masters the system of value ideas that characterize the professional community, acquires knowledge, skills and abilities that are important for future professional activity. A person receiving professional training develops professionally important personal qualities, professional self-awareness, professional suitability begin to form. Another important line of development during this period is the development of a professional position of the individual. The position of the individual is defined as the place of a person in the system of relations; his views, ideas, attitudes and dispositions of the individual regarding the conditions of his own life, implemented and defended in the social environment. Any personal position is formed and develops in the process of internalization of the system of relations that have developed between a person and social reality. This stage is followed by the stage of professional adaptation.
26. Psychological characteristics of the stage of professional adaptation.
This stage is preceded by the training stage. After the completion of vocational education, the stage of professional adaptation begins. Young professionals are starting to work independently. The professional situation of development is radically changing: a new team of different ages, a different hierarchical system of production relations, new socio-professional values, a different social role and, of course, fundamentally the new kind leading activity. Already when choosing a profession, the young man had a certain idea of \u200b\u200bthe future work. In a professional educational institution, it was significantly enriched. And now the time has come for the real performance of professional functions. The first weeks, months of work cause great difficulties. But they do not become a factor in the emergence of crisis phenomena. The main reason is psychological, which is a consequence of the discrepancy between real professional life and formed ideas and expectations. Mismatch of professional activity with expectations causes crisis of professional expectations . The experience of this crisis is expressed in dissatisfaction with the organization of labor, its content, job duties, industrial relations, working conditions and wages. There are two options for resolving the crisis: constructive: intensifying professional efforts to quickly adapt and gain work experience; destructive: dismissal, change of specialty; inadequate, low-quality, unproductive performance of professional functions. The next stage is the stage of professionalization
27. Psychological characteristics of the stage of professionalization.
The next stage after professional adaptation is the stage of primary professionalization, after 3-5 years of work. By this time, the specialist has mastered and productively (productively and efficiently) performs normatively approved activities, has determined his social and professional status in the hierarchy of industrial relations. The dynamics of past experience, the inertia of professional development, the need for self-affirmation cause protest, dissatisfaction with professional life. Consciously or unconsciously, a person begins to feel the need for further professional growth, in a career. In the absence of prospects for professional growth, a person experiences discomfort, mental tension, thoughts about a possible dismissal, a change of profession appear. Crisis of professional growth may be temporarily compensated different kind non-professional, leisure activities, household chores, or radically resolved by leaving the profession. But such a resolution of the crisis can hardly be considered productive. The stabilization of all aspects of professional life contributes to the professional stagnation of the individual: humility and professional apathy. Stagnation can last for years, sometimes until retirement. Further professional development of a specialist leads him to secondary professionalization. A feature of this stage is the high-quality and high-performance performance of professional activities. The ways of its implementation have a distinctly individual character. A specialist becomes a professional. He has a social and professional position, stable professional self-esteem. Socio-professional values and relationships are radically rebuilt, the ways of performing activities are changing, which indicates the transition of a specialist to a new stage of professional development, since these changes lead to a significant transformation of both the social situation and the leading activity, which is characterized by an individual style and elements of creativity. In many cases, high-quality and highly productive performance of activities leads to the fact that a person outgrows his profession. Dissatisfaction with oneself and one's professional position is growing. The professional self-awareness that had formed by this time suggests alternative scenarios for a further career, and not necessarily within the framework of this profession. The individual feels the need for self-determination and self-organization. Contradictions between the desired career and its real prospects lead to the development professional career crisis . At the same time, the "I-concept" is subjected to a serious revision, and adjustments are made to the existing production relations. It can be stated that there is a restructuring of the professional situation of development. Possible scenarios for overcoming the crisis: dismissal, mastering a new specialty within the same profession, moving to a higher position. One of the productive options for overcoming the crisis is the transition to the next stage of professional development - the stage of mastery.
28. Psychological characteristics of the stage of professional mastery.
This stage is preceded by the stage of professionalization. Mastery - the qualified performance of labor activity; The stage of mastery is characterized by a creative and innovative level of performance of professional activity. The driving factor in the further professional development of the individual is the need for self-realization, self-realization. Professional self-actualization of a person leads to dissatisfaction with oneself and other people. Crisis of unrealized opportunities, or, more precisely, crisis of social and professional self-actualization , is a spiritual turmoil, a rebellion against oneself. A productive way out of it is innovation, invention, a fast-paced career, social and professional excess activity. Destructive options for resolving the crisis - dismissal, conflicts, professional cynicism, alcoholism, creating new family, depression.
29. The essence of the learning process.
30. Psychological foundations of theoretical and industrial training.
31. Motives for education and professional activity.
32. Psychological foundations of professional education.
33. Methods, forms and means of educational work.
34. The team of students and its role in the formation of personality.
35. Diagnosis of individual characteristics and correction of student behavior.
36. Psychological features of personality-oriented vocational education, socio-psychological conditions of its occurrence.
37. Psychological structure personality of the teacher: orientation, competence, professionally important qualities.
A.K. Markova identifies in the structure of the personality of the teacher the motivation of the personality (ped. orientation), personality traits (ped. sp-ti, character, his traits, mental processes and states of the personality) and integral characteristics of the personality (ped. self-consciousness, ISD, creativity) . Ped. orientation includes holistic orientations, motives, goals, meanings, ideals.
The implementation of professional functions leads to the formation of three main substructures of the bibliographer's personality: professional orientation, professional competence, and professionally important personality traits.
Professional orientation is an integral quality of a person that determines the attitude to the profession, the need for professional activity and readiness for it. The qualities that characterize the orientation of the personality of a bibliographer include: professional position, professional value orientations, motives, vocation for library activities, as well as social activity, social optimism, etc.
Professional competence is the level of awareness, authority of the bibliographer, which allows him to productively solve production and practical problems that arise in the process of work. The structure of professional competence includes: social and political awareness, psychological and pedagogical erudition, library and bibliographic training, to some extent, pedagogical technique, skills and abilities in the profession as a whole, etc.
Professionally important qualities are a system of stable personal qualities that create the possibility of successfully performing professional activities. The formation of socially significant qualities occurs as a result of the individual's acceptance of the goals, values and norms of behavior of the library intelligentsia.
38. Professional deformations of teachers: authoritarianism, pedagogical dogmatism, pedagogical conservatism, pedagogical aggression, etc.
Prerequisites for development professional deformations are already rooted in the motives for choosing the teaching profession. These are both conscious motives: social significance, image, creative nature, material wealth, and unconscious ones: the desire for power, domination, self-affirmation. In modern pedagogical literature, the following types professional deformation of the personality of the teacher:
a) General pedagogical deformations, which are characterized by similar personality changes in all persons involved in pedagogical activity. b) Typological deformations caused by the fusion of personal characteristics with the corresponding structures of the functions of pedagogical activity into behavioral complexes. c) Specific deformations of the personality of the teacher are due to the specifics of the subject being taught. Individual deformations are determined by changes that occur with the substructures of the personality and are not outwardly connected with the process of pedagogical activity, when, in parallel with the formation of professionally important qualities for a teacher, there is a development of qualities that at first glance have nothing to do with the teaching profession. Consider a brief description of the deformations of teachers: 1) Authoritarianism of the teacher is found in a decrease in reflection - introspection and self-control of a teacher. 3) Didacticity - is expressed in the teacher's desire to explain everything himself, and in educational work - in moralizing and edification. 4) Dogmatism manifests itself in ignoring psychological and pedagogical theories, neglect of science, innovation, in self-confidence and inflated self-esteem and develops with the growth of experience work, accompanied by a decrease in general intelligence. 5) Dominance is due to the performance of power functions by the teacher. Dominance as a professional deformation is inherent in almost all teachers with more than 10 years of experience.6) Pedagogical indifference is characterized by emotional dryness, ignoring the individual characteristics of students. 7) Pedagogical aggression is manifested in a hostile attitude towards negligent and unsuccessful students, in a commitment to "punitive" pedagogical influences, in the demand for unconditional obedience to the teacher. 8) Role expansionism is manifested in total immersion in the profession, fixation on one's own pedagogical problems and difficulties, in the inability and unwillingness to understand another person, in the predominance of accusatory and edifying statements, peremptory judgments. 9) Learned Helplessness is formed when the subject is convinced that the situation in which he finds himself and which in no way suits him, does not at all depend on his behavior, on his efforts to change this situation. The motive of personal development, growth and mastery of competence in this case is replaced by a systematic demonstration of one's own helplessness, shifting the solution of all one's problems to the people around.
Professional exclusion how the destruction of the professional orientation of the teacher's personality arises in the process of the teacher's professional development, manifests itself in professional activity in the form of a detached professional position in professional interaction and has a number of features. Professional alienation is a phenomenon that carries not only negative, but also positive personal and social functions. Alienation, being a mechanism of socialization, personalization, self-determination, allows a professional to analyze his experience and subsequently appropriate it, manage himself, “re-acquire” himself, his professional identity. Changes in the psychological characteristics of professional alienation at various stages of the teacher's professional development are ambiguous. The professional development of a teacher is a non-linear and multidirectional process of personality change. In the process of professional activity, in the structure of the personality and character of the teacher, accentuations . Character accentuations can develop under the influence of various factors, among which properties play an important role. nervous system, features of family education, social environment, professional activities, physical health. Learnability there is a set of intellectual properties of a person, on which - in the presence and relative equality of other initial conditions (the initial minimum of knowledge, a positive attitude towards learning, etc.) - the productivity of educational activity depends. These properties are: 1) the generalization of mental activity - its focus on abstraction and generalization of the essential in educational material; 2) awareness of thinking, determined by the ratio of its practical and verbal-logical sides; 3) flexibility of mental activity; 4) stability of mental activity; 5) independence of thinking, susceptibility to help.
39. Certification as a factor in stimulating the professional growth of a teacher: goals and objectives of the certification procedure. Peculiarities of expert assessment of pedagogical activity, assessment of methodological work and professional competence of a teacher.
40. Psychological and pedagogical consultation: subject, goals, objectives and functions.
41. The concept of value orientations that affect the professional intentions of the individual.
Value orientations are a reflection in the mind of a person of values recognized by him as strategic life goals and general worldview guidelines. There are several categories of values: a) personal; b) public; c) material; d) political; e) ideological.
Personal values are the moral basis of the character of the individual. These values are manifested in relation to people, to the grandfather, to oneself, to things. Social values are assimilated in the process of socialization, manifested in the attitude of the individual to the moral norms, customs, legal order, and law accepted in society. They form such traits of a person’s character as responsibility, exactingness towards oneself, frugality, etc.
Material values are manifested in relation to material objects, things, money, property. Orientation towards these objects instills in a person the corresponding character traits: neatness or carelessness, practicality or impracticality, greed, etc. Political values include attitudes towards the national welfare of the state, an established democracy, political organizations, and a way of life. Ideological values cover a wide range of worldviews, moral precepts.
Values determine the nature of the behavior and way of thinking of people. They outline the circle of his interests, which is understood as an impulse acting either because of its conscious necessity, or because of emotional attraction. Interest expresses the desire of a person to get acquainted with the subject (idea, person), to know it. Interest in a person can excite any object that will attract his attention.
An ideal is a person's idea of how he wants to see himself. The ideal often appears in the form of a set of norms of command. Ideals are formed under the influence of the environment. The presence of ideals brings clarity to the motivation of human behavior.
42. Age features of the development of professional intentions.
There is no doubt that the main condition for successful professional self-determination is the full-fledged mental and personal development of a person, the formation of his motivational needs sphere, the presence of developed interests, inclinations and abilities, and a sufficient level of self-awareness. Therefore, work on preparing for the choice of a profession should become an organic part of the entire educational process and begin already in the lower grades. All work aimed at optimizing education and upbringing ultimately contributes to the activation of professional self-determination of schoolchildren.
Preschool childhood. It is well known that children strive to imitate adults in their games and reproduce their actions and activities. At preschool age, role-playing games are widely used, some of them have professionally oriented character. Children play, assigning themselves the roles of doctors, sellers, educators, drivers Vehicle, cooks, etc.
Importance for further professional self-determination have initial labor tests - performing simple actions to care for clothes, plants, cleaning rooms, etc. These labor activities develop interest in work, form the basis for educating positive motivation for any activity in general, and enrich children's knowledge about the work of adults.
Knowledge about the work of adults has a positive impact on further professional self-determination. For their formation, it is justified to observe the work of adults, and then describe the content of the work.
The result of professional role-playing games, the performance of the simplest types of labor, and observation of the labor of adults is the “self-determination” of preschoolers based on the distinction between types of labor and the comparison of different professions.
Junior school age. The psychological feature of younger schoolchildren is imitation adults. Hence the orientation towards the professions of significant adults for them: teachers, parents, relatives, close friends of the family.
The second important feature of children of this age is the motivation for achievements, and, of course, first of all, in the leading activity - study. The child's awareness of his abilities and capabilities on the basis of the experience of educational, play and work activities already gained leads to the formation of an idea of the desired profession.
The development of abilities by the end of primary school age leads to a significant increase in individual differences between children, which affects a significant expansion of the range of professional preferences.
Educational and labor activity contributes to the development of children's imagination, both recreative and productive (creative). On the basis of this ability, the idea of the content of various types of labor is enriched, the ability to understand the conditionality of individual events, to imagine oneself in a certain profession is formed. The child has professionally colored fantasies that will have a great influence on the professional self-determination of the individual in the future.
Adolescence is a period of primary, ambivalent options. Adolescence is one of the most important periods of personality development. At this age, the foundations of a moral attitude to different types labor, there is a formation of a system of personal values that determine the selectivity of the attitude of adolescents to various professions.
Imitation of the external forms of adult behavior leads to the fact that teenage boys are guided by the romantic professions of "real men" with strong will, endurance, courage, courage (test pilot, astronaut, race car driver, etc.). Girls begin to focus on the profession of "real women", charming, attractive and popular (top model, pop singer, TV presenter, etc.). Orientation towards romantic professions is formed under the influence of the mass media, replicating samples of "real adults". The formation of such a romantic professional orientation is also facilitated by the desire of adolescents for self-expression and self-affirmation.
A differentiated attitude to different academic subjects, classes in circles of artistic and technical creativity form educational and professional intentions and professionally oriented dreams in adolescents. These orientations contribute to the emergence of new professionally oriented motives for learning, initiate the self-development of qualities and abilities inherent in the representatives of the desired profession.
Models of the desired future, professional dreams become psychological milestones, strokes of professional self-determination.
Early youth. The most important task of this age is the choice of a profession. This is the period of realistic option. A teenager's professional plans are very vague, amorphous, and have the character of a dream. He most often imagines himself in various professional roles that are emotionally attractive to him, but he cannot make the final choice of profession. But at the very beginning of adolescence, this problem arises in front of those girls and boys who are forced to leave the main general education school. This is about a third of older teenagers: some of them will go to institutions of primary and secondary vocational education, others will be forced to start independent work.
At the age of 14-15 it is extremely difficult to choose a profession. Professional intentions are diffuse, uncertain. Professionally oriented dreams and romantic aspirations cannot be realized in the present. Dissatisfaction with the future that has actually come stimulates the development of reflection - awareness of one's own "I" (who am I? what are my abilities? what is my life ideal? who do I want to become?). Introspection becomes psychological basis delayed vocational self-determination for many vocational school students.
Although it would seem that it is they, who receive professional education in vocational schools, professional lyceums, technical schools and colleges, who have already decided professionally. But statistics show that the choice of an educational and professional institution is not psychologically justified.
Psychologically, those girls and boys who receive a secondary (complete) general education feel more comfortable. By the time they graduate from school, girls and boys from many imaginary, fantastic professions must choose the most realistic and acceptable options. Psychologically aspiring to the future, they understand that well-being and success in life will primarily depend on the right choice of profession.
Based on an assessment of their abilities and capabilities, the prestige of the profession and its content, as well as the socio-economic situation, girls and boys, first of all, determine themselves in the ways of obtaining professional education and reserve options for joining professional work.
Thus, for older adolescents and for girls and boys, it is relevant educational and professional self-determination - conscious choice of vocational education and training paths.
Youth. Between the ages of 16 and 23, the vast majority of girls and boys receive vocational education in educational institutions or vocational training in enterprises or institutions.
The public school, with its romantic aspirations and professionally oriented dreams, is a thing of the past. The desired future has become the present. However, many experience dissatisfaction and disappointment in the choice made (forced or voluntarily) educational and professional field. Attempts are being made to make adjustments to the professional start.
In the majority of girls and boys, in the course of vocational training, confidence in the justification of the choice made is strengthened. There is an unconscious process crystallization of the professional orientation of the individual. The gradual assimilation of the future socio-professional role contributes to the constitution of oneself as a representative of a certain professional community.
Youth(up to 27 years). This is the age of social and professional activity. Behind there were doubts about the correctness of the professional choice made. As a rule, there is already a certain professional experience and place of work. Professional growth is on the rise. Some peers have already achieved certain professional achievements. But the vast majority of young people who have seemingly completed the construction of their lives and professionally self-determined begin to experience psychological discomfort due to unrealized lofty professional plans and psychological saturation with professional work.
The absence of real professional achievements, the uncertainty of career prospects actualize the reflection of one's being, give rise to introspection and self-assessment of the "I-concept".
There comes a period of mental turmoil. The revision of professional life initiates the definition of new vital goals. We list some of them:
Improvement and professional development;
Initiating promotions and job changes;
Choosing a related specialty or a new profession.
One thing is clear: for many young people, 30 For years, the problem of professional self-determination has become relevant again. Two ways are possible: either to remain in the chosen profession and establish oneself in it, to become a professional, or professional migration, signifying a change of place of work or profession.
Maturity. This is the most productive age - the period of self-realization as a person, the use of one's professional and psychological potential. It is at this age that life and professional plans are realized, the meaning of the very existence of a person is justified. The profession provides a unique opportunity to apply one's abilities in a particular job position, to develop an individual style of activity, to realize one's need to be a Personality, Individuality in professional work. High professionalism allows the individual to realize his propensity for above-standard professional activity, which maximally expresses the transcendental capabilities of a person.
Full immersion in professional life, satisfaction with the chosen profession, a conscious professional position, constant confirmation of one's professional significance, necessity and usefulness lead to the emergence of a special emotional state - professional optimism.
All these professionally determined changes contribute to professional self-affirmation, constitute the self-determination of the individual in professional culture and mean full integration into the professional environment.
Along with these psychologically positive changes, destructive ones also occur. Some professionals who are more focused on recognizing their professional and psychological potential, and who are not satisfied with their professional and official status, are once again revising their professional lives. "Audience" of their own professional achievements leads them to the idea of the need for a radical change in work, position and even profession. However, the load of huge positive professional experience and achievements reduces the professional mobility of the individual, hinders the possibilities of professional migration. Compensation for the shrinking professional space is the initiation of receiving, “obtaining” various kinds of professional awards, socially significant positions, prizes, titles, etc.
Elderly age. Reaching retirement age leads to retirement from professional life. By the age of 55-60, a person does not have time to fully exhaust his professional potential. Still high professionalism, despite the existing professional fatigue, raises doubts about the justification of retirement. An alarming time is coming, the stereotypes that have been formed for decades, the way of life are being destroyed overnight. Professionally important qualities, professional knowledge and skills, experience and skill - everything becomes unclaimed. These negative moments accelerate social aging. A professional life after a career is possible for those older people who find the strength to continue active professional activities in uniform. mentoring - mentorship, transfer of professional experience. Most pensioners are characterized by psychological confusion, a sense of "professional homelessness", disintegration from the professional environment, causing painful feelings of their uselessness and uselessness.
The problem of self-determination arises again, but not in professional life, but in social, socially useful. Some pensioners will find themselves in social and political life, others will plunge into family and domestic problems, others will seriously engage in gardening, and some will continue their working life in the field of small private business. This is a period of active social and labor self-determination and continuing as a person.
Completing the reflexive analysis of personality self-determination on different stages professional development, we emphasize that professional self-determination is not just a choice of profession or alternative scenarios of professional life, but a kind of creative process of personality development. Self-determination can be adequate to a professionally important problem - and then the personality develops, or it can be inadequate - then it gives rise to an internal conflict, activating defense mechanisms instead of development processes.
Let us summarize our reflexive-analytical reasoning about the relationship between the methods of professional self-determination at different stages of the professional development of a person (Table 1).
There are several concepts of professional development of a person.
The central place in the concept of professional development developed by T.V. Kudryavtsev is concerned with the development of the staging of the process of professional development. Stage I - the emergence of professional intentions. Its criterion is a socially and psychologically justified choice of profession. Stage II - vocational training. The purpose of this stage is the reproductive assimilation of professional knowledge, skills and abilities. Psychological criterion - professional self-determination. Stage III - the process of active entry into the profession. The criteria for this stage are sufficiently high performance indicators, a certain level of development of the PVK and psychological comfort. Finally, the last stage is the full realization of the personality in the profession. The level of implementation is characterized not only by a high degree of mastery of the operational sphere, but by its creative implementation, the formation of an individual style, as well as a constant desire for self-improvement.
In this concept, great importance is attached to crisis situations that arise during the transition from one stage to another. These crises are caused by a mismatch between the expected and achieved results, a fragile concept of oneself and the construction of a new one.
The main disadvantage of this concept is that the stages of professional development are correlated with the stages of a person's life path and, therefore, are limited by time frames. Despite the shortcomings, this concept allows you to outline the prospects further development studying the process of professionalization.
In the concept of E.F. Zeer, the social situation of development and the level of implementation of professional activity are taken as the basis for distinguishing the stages of professional development. They are allocated, as well as T.V. Kudryavtsev, four stages. In general, the stages of professional development of E.F. Zeera and T.V. Kudryavtsev have much in common, so we will not dwell on this concept in more detail.
A.T. Rostunov proposed a different concept. He sees his main task in creating an effective system for managing the formation of professional suitability, by which he understands the totality of individual psychological characteristics of a person, ensuring the greatest efficiency of his socially useful activity and satisfaction with his work.
A.T. Rostunov considers the process of formation of professional suitability from the point of view of a systematic approach as a large system, which includes four functional blocks: career guidance, professional selection, professional training and professional adaptation. Each block, in turn, consists of several subsystems of a lower rank, which ensure the functioning of both the corresponding subsystems and the entire system as a whole. The main task of the vocational guidance subsystem is to prepare young people for the choice of a profession and the beginning of vocational training. The second subsystem is professional selection. Its goal is to identify the greatest correspondence between the individual characteristics of the applicant and the specifics of future professional activity. The purpose of vocational training is to reveal the essence of the activity and develop a model for training a specialist. The fourth subsystem is professional adaptation. The author identifies four levels of adaptation: familiarization; transition to independent activity; full professional independence; skill.
A distinctive feature of the concept of A.T. Rostunov is that it is based on the concept of professional suitability, which reflects the essence of the contradiction of professional development "personality-profession". The main emphasis in this concept is on the effective management of professional formation, and no attention is paid to the disclosure of the contradictions themselves. In the considered concept, practically the same stages of professional development are distinguished as in the concepts of T.V. Kudryavtsev and E.F. Zeera.
V last years actively develops his own concept of professional development of personality (PSL) Yu.P. Povarenkov. They consider the process of becoming a professional personality in a completely different way than other authors. Stages, periods and phases are used as periodization units within the framework of the PSL concept. The stages basically coincide with the stages of professional socialization of the individual, of which there are four: pre-professional development of the individual (preparation for professionalization); search and choice of profession, educational institution; professional education; independent professional activity. Periods are components of the stages and arise as a result of the specification of the PSL. In the most general form, four standard periods are distinguished: professional adaptation or completion of the professional development of the previous stage, steady growth of indicators; the period of the highest achievements; a period of decline, which may be preceded by stagnation.
The phases are the result of further concretization of the PSL situation and are associated with the solution of more specific tasks of professional development. For example, in the course of an experimental study, this author showed that the stage of vocational training at a pedagogical university is divided into two periods: educational and academic (1-3 courses) and educational and professional. At the first stage, educational activities are formed that are adequate to university requirements, and the personality of the student; on the second - the foundations of the personality of a professional and the psychological system of professional activity begin to be laid.
Each period is divided into a number of phases depending on the problem being solved. The following stand out: the phase of "post-entry euphoria" and testing of pre-university forms of educational activity; phase of awareness of the inefficiency of professional forms of educational activity and the formation of new ones; the phase of the highest development of the student's educational and academic activity.
The advantages of the developed concept of PSL Yu.P. Povarenkov before those considered earlier, lies in the fact that if in them the periodization of professional development is based on the chronological age of the individual, then in the PSL concept, the chronological basis for periodization is the “professional age” of the individual, that is, the duration of its professionalization, which is more than the general work experience.
In this concept, the PSL determination is based on a system of external and internal factors, the ratio of which determines the basic contradiction of professional development. The external factors are the professional requirements for the individual, and the socio-professional opportunities that are provided to him in the course of professionalization. Among the internal factors are professional claims to the conditions of professionalization. This system of factors can be called the situation of the professional development of the personality, and the professionally oriented qualities that it acquires in the process of professionalization are systemic in relation to this situation.
As another forte concepts of Yu.P. Povarenkov, it can be noted that it developed the criteria for PSL: professional productivity, professional identity and professional maturity.
Professional productivity (PP) characterizes the effectiveness of a person's professional development and the degree to which its results correspond to socio-professional requirements. PP is evaluated on the basis of objective indicators of productivity, quality and reliability, which have their own specifics, depending on the stage of becoming a professional. Professional identity (PI) characterizes the importance of the profession and professionalization in general for the individual, as a means of satisfying and realizing one's needs, developing one's potential. PI is assessed on the basis of subjective indicators, including satisfaction with work, profession, career, self, professional self-esteem, indices of self-realization and self-actualization of the individual.
Professional maturity (PM) testifies to the formation of the personal contour of regulation of the process of professional development, the degree of awareness by the individual of his capabilities and needs, the requirements that are presented to him. PZ is the leading indicator of the formation of the subject of professional labor.
All of the above aspects developed by Yu.P. Povarenkov's concepts of PSL significantly distinguish it from those previously proposed. This concept is a significant contribution to the development of a holistic theory of professional development of the individual. However, in it the questions of determining the formation of the personality of a professional are still only outlined, which, of course, is its drawback, but does not detract from its theoretical and practical significance for modern domestic psychology.
Among the foreign concepts of professional development, let us dwell on the views of D. Super. The development of this concept was a reaction to the shortcomings of the static approach to the study of professional development problems. In his concept, D. Super combined the phenomenological concepts of E. Gintsberg's stage model with the provisions of differential psychology.
According to D. Super, the choice of a profession is a long process, as a result of which the child increases his connection with life. The main attention should be paid to changing a person's behavior in the process of professional development, the process of which is individually unique and unique.
In the process of professional development, D. Super identifies the following stages:
- 1. Stage of awakening (from birth to 14 years). The self-concept develops through the child's identification with significant adults. In the first phase of this stage - the fantasy phase (4-10 years old) - professional roles are played out in the child's fantasies; in the phase of interests (11-12 years old), professionally significant preferences are formed; in the phase of abilities (13-14) years, individual abilities are tested, ideas about professional requirements and education appear.
- 2. Stage of research (from 15 to 24 years). The individual tries to try himself in various roles while focusing on his individual capabilities. In the tentative phase (15-17 years old), a preliminary professional choice is made, one's own capabilities are assessed; in the approbation phase (20-24 years old) a search for a field of activity in professional life is being carried out. Between these two phases there is another one - the transition phase (17-20 years). In this phase, an attempt is made to realize the self-concept.
- 3. Stage of consolidation (25-44 years). The individual strives for a stable position in professional terms.
- 4. At the stage of conservation (36-64 years old), professional development goes on without going beyond the found professional field, which is possible at the previous stage.
- 5. Stage of recession (from the age of 65) there is a development of new roles: partial participation in professional life, observation of the professional activities of others.
The most important achievement of the presented concept is that professional development is understood as a long, holistic process of personality development.
It should be noted that insufficiently elaborated issues in the concept of D. Super. He considers the process of professional development as a quantitative increase in some parameters, that is, the concept of development is replaced by the concept of increase; qualitative differences between the stages are not introduced. And here, as in other concepts, the stages of professional development correlate with the stages of the life path, that is, as strictly determined by age limits. The internal contradictions that arise at each stage, as a result of which the transition to the next stage is possible, are not considered.
In general, summing up the consideration of holistic concepts of professional development, it can be noted that they are an attempt to overcome the analytic nature of research on professionalization, focusing on the absolutization of individual stages or aspects of professional development. However, the authors of the concepts do not always succeed because of the focus not on the mechanisms of formation in the profession, but on the age-related stages of professional development.
The concept of professional development by L.M. Mitina, who relies on the position of S.L. Rubinshtein about two ways of life, which served as the basis for the construction of two models: the model of adaptive behavior and the model of professional development. Both models are divided into three stages.
Professional functioning in line with the model of adaptive behavior is determined by the contradictions between the requirements of the professional community for professional activities and the capabilities of the individual. At stage I - professional adaptation - the increased requirements of the activity come into conflict with the personality characteristics, knowledge and skills formed in the learning process. At the next stage - professional development - the need to adapt to external requirements contradicts the developed individual style activities and communication, ways of performing activities. At the final stage - professional stagnation - due to the exploitation of stereotypes and patterns, prerequisites arise for a decrease in activity, immunity to the new.
Professional development is determined by contradictions of a different kind. At the stage of self-determination, there is a comparison of oneself with others, an understanding of the need for one's own changes and transformations. At the stage of self-expression, one's behavior is correlated with the motivation that it implements. The main motivational factor of development is the desire for the fullest possible realization of one's capabilities. At the third stage - self-realization - a life philosophy of oneself as a professional is formed, the meaning of life is realized. Understanding the one-sidedness of professional development, a person goes beyond the scope of his profession, which satisfies his need for comprehensive development.
This concept also introduces the concepts of I-acting, I-reflected and I-creative, the contradictions between which set and direct the unlimited path of professional development.
It is emphasized that there is not only an ordinary, everyday empirical Self with its limited capabilities, but also a higher Self, containing the full potential of a person.
This concept overcomes the numerous shortcomings of the views discussed earlier. Here the staging of professional development is not related to age limits, it is determined only by the level of professionalism at which the given subject is located. This concept also overcomes the orientation only to cash, empirically manifested personality characteristics, which opens up new perspectives for the study of the process of professional development. Understanding professional development as a contradictory unity of I-acting, I-reflected and I-creative lays the foundations of a truly spiritual psychology in relation to professional work.
As a disadvantage of this concept, it can be noted that the author, despite the highlighted theoretical provisions about two models of professional development, nevertheless empirically considers the professional development of a teacher, depending on the length of service at school.
By virtue of the logic of the further presentation, it is necessary to consider the concept of "professionalization" in its relationship with similar concepts.
In order to reveal the essence of the formation of a person in a profession, it is necessary to consider it in relation to the process of socialization, which, of course, cannot but have a certain impact on professionalization. At the same time, the latter begins to influence socialization. Given the interdependence of these two processes, the concept of “professional socialization of the individual” was even introduced (L.M. Mitina, R.L. Krichevsky, 1996).
Usually, professionalization is considered as a form of socialization (L.M. Mitina, Yu.V. Povarenkov, etc.), which is defined as the process of an individual entering the professional environment and learning experience, mastering the standards and values of this professional community, which mature within the requirements of a wider social environment.
Despite the fact that these ratios practically take place in the life of any person, a professional goes beyond the requirements that are imposed on him by the social environment and professional, without which the endless development of a person as a person is impossible. And therefore, the concept of "professional personality type" is inapplicable to a true professional.
Professional development is often understood “as a process of mastering a profession unfolded over time ...” (E.M. Borisova, 1995), but it can also be considered in a slightly different aspect. If development is only a positive process, that is, contributing to the success of professionalization and the effectiveness of professional activities, then professional development can be not only positive, but also negative, that is, it hinders the personal development of a professional.
In modern Kazakhstan, there is a clear trend of humanization, such categories of human existence as freedom of choice, creativity, authenticity, individuality of self-expression, etc. are becoming increasingly relevant. The concept of "humanization" reflects the trend of increasing interest and respect for the role of the individual in any systems of life, as well as the organization of the conditions of activity, in a way that encourages the development of each individual person.
The concept of self-actualization covers the entire system of an individual's life, and can be especially clearly manifested in professional activities, to which a person usually devotes most of his life. Self-actualization includes the realization by a person of his abilities along with the realization of personal potential. This category implies a continuous movement in the direction of professional and personal growth. Professional growth means the acquisition of new knowledge, skills and abilities due to the expansion of the number of situations in which they are in demand; this side has a more rational expression. Personal growth means approaching the understanding and realization of the meaning of one's own life through the acquisition of personal experience, which includes self-knowledge and the appropriation of universal human values, such as openness, trust, acceptance, freedom, naturalness, democracy, ownership, independence, etc. .; this category has a different quality, more based on sensory perception.
If professionalization is a process unfolded over time, then it is natural to assume that professionally important qualities are formed in a person in the process of mastering a profession. An important role here is played by motivation and the meaning that a person attaches to the work performed. Modern psychologists are unanimous in the fact that one can become a professional only in the case that is capable of revealing the individual meaning of life. Meaning refers to process and experience. This is something that is beyond the reach of the intellect, but, nevertheless, is accessible to the experience of direct experience.
Experience should not be confused with emotions or sensations. Meaningful experience is a much more capacious (than ordinary emotion) facet of experience, in which, as it were, the most diverse, but internally authoritative for a given person, emotional and mental perceptions are fused, penetrating the deep essence of his life in all its relationship with Being. Meaning can be:
- · as a process of conformity to oneself and the World, which is subjectively experienced as happiness and the ultimate fullness of life;
- as the main, priority value that determines the life path of a person (regardless of whether he is aware of it or not);
- as the energy of inspiration.
Any action affects the one who performs it. Among the huge number of potentially possible actions, there are those that bring this person closer to the experience of meaning. When a person gropes, as a result of these actions, for a thread that connects him with meaning, this is usually accompanied by inspiration, which gives a surge of strength and energy. This, in turn, makes it possible to realize and embody the flow of unfolding meaning. Energy and forces appear because a person, at the moments of experiencing the meaning, is Whole and there are no competing and conflicting motives, values and aspirations inside him.
One of the necessary conditions for professionalism is maximum energy (on quantity and ability, focusing which depends on the quality of work). Energy is a characteristic of an object that reflects the measure of its ability to perform an action. There are also actions that move a person away from the experience of meaning (and, consequently, integrity and unity), which entails an increase in internal conflict between conflicting motives and values, which naturally creates an outflow of strength and energy. So, on the one hand, professionalism can be achieved in the process of realizing meaning, and on the other hand, this meaning itself is realized through some kind of activity in which a person becomes a professional.
From the foregoing, it can be assumed that professional self-actualization of a person is possible only if his personal characteristics correspond to the chosen profession. The realization of one's essence gives strength and desire to overcome professional difficulties and objective obstacles.
In professional activity, the formation of personality occurs especially intensively, since it concentrates on itself the main activity of the subject. The formation of personality here is a process of formation of a special type of systemic relations.
E. A. Klimov highlighted main phases of professional development , giving an idea of a holistic life path and systemic relationships that characterize a person.
1. Pregame stage (birth to 3 years) when the functions of perception, movement, speech are mastered, the simplest rules of behavior and moral assessments, which become the basis for further development and familiarization of a person with work.
2. Play stage (from 3 to 6-8 years old) when there is a mastery of the "basic meanings" of human activity, as well as acquaintance with specific professions (playing a driver, a doctor, a salesman, a teacher). Note that D.B. Elkonin, following G.V. Plekhanov, wrote that "play is the child of labor", and the very emergence of children's plot-role-playing game occurred when the child could no longer directly master the work of adults, when there was a historical division and complication of labor.
3. Stage of mastering educational activities (from 6-8 to 11-12 years old) when the functions of self-control, introspection, the ability to plan one's activities, etc. are intensively developed. It is especially important when the child independently plans his time when doing homework, overcoming his desire to take a walk and relax after school.
4. Optant (optant phase, options) (from 11-12 to 14-18 years old) . This is the stage of preparation for life, for work, conscious and responsible planning and choice of a professional path; accordingly, a person who is in a situation of professional self-determination is called an "optant". This is the period when a person becomes preoccupied with the choice of a profession or its forced change and makes this choice. If the optant is a professional (who has partially lost his ability to work or has found himself unemployed and forced to change his profession), then the calendar age here can be any in the interval of ability to work.
5. Adept (or adept phase) , the so-called "back" training, which unites all categories of starting professionals. Adept - a person who has embarked on the path of commitment to the profession and is mastering it (students of vocational schools, secondary and higher educational institutions, as well as those studying through the system of short-term forms of vocational training at work - students, cadets, students of master mentors). Depending on the type of profession, the adept phase can be long-term or very short-term (simple instruction).
6. Adaptant (or the phase of adaptation, getting used to work by a young specialist). This is entry into the profession after completion of vocational training, lasting from several months to 2-3 years. A young specialist adapts to the norms of the team he finds himself in, gets used to solving various professional tasks.
7. Internal (or internal phase ) is entering the profession as a full-fledged colleague, able to work stably at a normal level. This is the stage about which E.A. Klimov says that colleagues perceive an employee as "one of their own among their own," i.e. the employee has already entered the professional community as a full-fledged member ("inter" means: entered "within the profession").
8. Master (or the mastery phase, which will continue further, and the characteristics of the main phases are added to its characteristics, as it were). The worker is the "best" among the "normal", among the "good", i.e. stands out noticeably from the general background. An employee can solve both simple and the most difficult professional tasks. He stands out or some special qualities, skills or universalism, a broad orientation in the professional field, or both. He has found his own individual, unique style of activity, his results are consistently good, and he has reason to consider himself irreplaceable in some way. Usually he already has some formal indicators of his qualifications (rank, category, title).
9. Authority (or authority phase) . "The best among the masters." It, like the mastery phase, is also summed up with the next one. This is a master of his craft, already well known, at least in professional circles or even outside it (in the industry, at the cross-industry level, in the country). Depending on the forms of attestation of workers adopted in a given profession, he has certain formal indicators of qualification (rank, category, academic degree, etc.). He solves professional problems due to his great experience, skill, ability to organize his work, surround himself with assistants.
10. Mentor (the phase of mentoring, a mentor in the broad sense of the word as a person from whom colleagues are ready to learn, learn from experience). The highest level of work of any specialist. This stage is interesting in that the employee is not just a great specialist in his field, but turns into a Teacher who is able to pass on his best experience to his students and embody a part of his soul (the best part of the soul) in them.
Thus, the highest level of development of any specialist is the pedagogical level. It is pedagogy and education that are the core of human culture, since they ensure continuity and preservation of the best experience of mankind. A professional who has become a Mentor-Teacher, in his own way, is also a cultural being in the best sense of the word. An authoritative master of his craft in any profession "acquires" like-minded people, students, followers.
V pedagogical science concept Professional development is defined as the "shaping" of the personality, adequate to the requirements of professional activity.
In the life of every person, professional development occupies an important place. If this process is considered in time, then it takes a large part of a person's life from the choice of a profession at the senior level of a general education school to the end of professional activity. Moreover, professional development is a long, long-term, almost endless process, which implies the possibility of unlimited development of a person. This process is associated with different goals and has different content at different age stages. Depending on the chosen profession, the process of professional development has its own characteristics. So the profession of a teacher belongs according to the classification of E.A. Klimov to the type of professions "man - man". The subject of interest, recognition, service, transformation in this type of professions are social systems, communities, groups of people, and therefore professional development occurs in the process of communication, activities and other activities.
Before discussing these processes and their role in the development of a teacher, let's try to answer the question: what is "professional development of a teacher"?
Let us consider theoretical approaches to the definition of the concept of "professional development of a teacher". Its origins are in the concepts of "becoming", "becoming a personality". In science, there is a problem of defining the concept of "becoming". Many scientists equate the concepts of "formation" and "development" or partly try to find a reflection of one in the other.
Thus, "formation" in the "Explanatory Dictionary of the Russian Language" is defined as "the emergence, formation of something in the process of development." Therefore, from the point of view of this definition, the process of formation is one of the components of the development process.
In the studies of V.I. Slobodchikov, the process of formation is considered as a component of the development process. The scientist notes that the category "development" simultaneously contains at least three processes: formation, formation, transformation. Becoming is “a transition from one specific state to another - a higher level; the unity of what has already been realized and what is potentially possible. Formation - registration ("gaining form") and improvement; the unity of the purpose and result of development - mainly refers to socio-cultural structures. Transformation - self-development and a change in the main life vector, a radical change - mainly refers to spiritual and practical structures. The anthropological meaning of the process of becoming a person, according to the scientist, lies in the formation of his subjectivity. We are talking about a subject that is able not only to implement an activity, but also “to reflect its foundations and means in the fullness of its normative structure.
Scientists have identified the following levels of professional development of a teacher:
the first level - the needs for self-education have not yet acquired a specific content. As a rule, at this level, professional development is carried out under the influence of external conditions and objective requirements;
the second level - goal-setting becomes more specific. The teacher sets himself certain tasks for self-development. These tasks most often concern not the personality as a whole, but particular qualities and skills. Much still depends on circumstances;
the third level - the teacher independently and comprehensively analyzes and formulates the goals of his own professional development, independently carries out planning, outlines the means and methods of working on himself, performs self-control of intermediate and final results, clarifies goals and corrects actions.
E.F. Zeer defines the formation of personality as "a continuous process of purposeful progressive change in personality under the influence of social influences and one's own activity" . External factors influencing the process of becoming a personality, according to the author, are living conditions, external influences that determine the formation of a personality through the interaction of a person with others through his activities in the environment.
Zeer E.F. identifies the following stages of professional development:
1. formation of professional intentions - a conscious choice of a profession;
2. vocational training - the development of a system of professional knowledge, skills, the formation of socially significant and professionally important qualities;
3. professionalization - adaptation in the profession, professional self-determination, the acquisition of professional experience, the development of personality traits and qualities necessary for the qualified performance of professional activities;
4. skill - high-quality, creative performance of professional activities.
Without denying, as having the right to exist, the classification of the phases of professional development by E.A. Klimov, in our work we adhere to the point of view of E.F. Zeer and the peculiarities of the stages of professional training, we devote the second chapter, professionalization and mastery - the third.
The culture of professional and personal self-determination includes, according to the authors:
· self-knowledge;
choice of life and professional goals, values;
mastering the methods of planning, programming, decision-making in specific life and professional situations;
mastering various methods and psychotechnics of self-development and self-determination;
The presence of developed reflection.
Thus, the culture of professional and personal self-determination, from their point of view, ensures the formation of a teacher as a self-developing personality.
The essence of the process of professional development is to improve the personal, business and professional qualities of a teacher, as well as to increase the level of knowledge, skills and professional competencies necessary for the successful implementation of pedagogical activities.
Professional development covers a long period of human life (35 - 40 years). During this time, life and professional plans change, the social situation changes, the personality structure is restructured. Therefore, it becomes necessary to divide this process into periods or stages. In this regard, the question arises about the criteria for identifying stages in the continuous process of professional development.
T. V. Kudryavtsev (1981), one of the first domestic psychologists who deeply studied the problem of the professional development of the individual, chose the attitude of the individual to the profession and the level of performance as criteria for distinguishing stages. He identified four stages:
1) the emergence and formation of professional intentions;
2) and preparation for professional activities;
3) entry into the profession, its active development and finding oneself in the production team;
4) full realization of personality in professional work.
In a later periodization of the life path of a professional, E.A. Klimov offers a more detailed grouping of phases:
option - the period of choosing a profession in an educational and professional institution;
adaptation - entry into the profession and getting used to it;
internal phase - acquisition of professional experience;
craftsmanship - skilled execution;
phase of authority - achievement by a professional of high qualification;
mentorship - the transfer by a professional of his experience.
A.K. Markova, as a criterion for highlighting the stages of becoming a professional, chose the levels of professionalism of the individual. It distinguishes 5 levels and 9 stages:
1) pre-professionalism includes the stage of initial acquaintance with the profession;
2) professionalism consists of three stages: adaptation to the profession, self-actualization in it and free possession of the profession in the form of mastery;
3) superprofessionalism also consists of three stages: fluency in a profession in the form, mastering a number of related professions, creative self-designing oneself as a person;
4) unprofessionalism - the performance of labor according to professionally distorted standards against the background of personality deformation;
5) post-professionalism - completion of professional activity.
Abroad, the periodization of J.Super, who singled out five main stages of professional maturity, has received wide recognition:
1) growth - development of interests, abilities (0-14 years old);
2) research - approbation of one's strengths (14 - 25 years old);
3) assertion - professional education and strengthening their positions in society (25 - 44 years);
4) maintenance - creation of a stable professional position (45 - 64 years);
5) decline - a decrease in professional activity (65 years or more) (Mikhailov, 1975).
The next basis for the differentiation of professional development is the leading activity. Its development, improvement of methods of implementation lead to a radical restructuring of the personality. It is obvious that activities carried out at the reproductive level make other demands on the individual than partly search and creative. The psychological organization of the personality of a young specialist who is mastering professional activity, no doubt, differs from the psychological organization of the personality of a professional.
Thus, it is justified to take the social situation and the level of implementation of the leading activity as grounds for distinguishing the stages of the professional development of a person. Consider the influence of these two factors on the professional development of the individual.
1. The beginning of this process is the emergence of professionally oriented interests and inclinations in children under the influence of relatives, teachers, role-playing games and academic subjects (0-12 years).
2. This is followed by the formation of professional intentions, which ends with a conscious, desired, and sometimes forced choice of a profession. This period in the formation of personality is called option. The peculiarity of the social situation of development lies in the fact that boys and girls are at the final stage of childhood - before the start of independent life. The leading activity is educational and professional. Within its framework, cognitive and professional interests are formed, life plans are formed. The professional activity of the individual is aimed at finding his place in the world of professions and is clearly manifested in the decision on the choice of profession.
3. The next stage of formation begins with admission to a vocational educational institution (vocational school, technical school, university). The social situation is characterized by a new personality (student, student), new relationships in the team, greater social independence, political and civil maturity. The leading activity is professional and cognitive, focused on obtaining a specific profession.
4. After graduating from an educational institution, the stage begins. The social situation is changing radically: a new system of relations in a production team of different ages, a different social role, new socio-economic conditions and professional relations. The leading activity becomes professional. However, the level of its implementation, as a rule, is of a normative and reproductive nature.
The professional activity of the individual at this stage increases dramatically. It is aimed at social and professional adaptation - mastering the system, a new social role, acquiring professional experience and independent execution professional labor.
5. As the person masters the profession, he is more and more immersed in the professional environment. The implementation of activities is carried out in relatively stable and optimal ways for the employee. Stabilization of professional activity leads to the formation new system relationship of the individual to the environment and to himself. These changes lead to the formation of a new social situation, and the professional activity itself is characterized by individual personality-conforming technologies of implementation. The stage of primary professionalization and the formation of a specialist begins.
6. Further advanced training, individualization of technologies for performing activities, development of one's own professional position, high quality and productivity of labor lead to the transition of the individual to the second level of professionalization, at which the formation of a professional takes place.
At this stage, professional activity gradually stabilizes, the level of its manifestation is individualized and depends on the psychological characteristics of the individual. But in general, each employee has his own stable and optimal level of professional activity.
7. And only a part of employees with creative potentials, a developed need for self-fulfillment and self-realization, goes to the next stage - professional mastery and the formation of acme professionals. It is characterized by a high creative and personality, a productive level of professional activity. The transition to the stage of mastery changes the social situation, radically changes the nature of the performance of professional activities, dramatically increases the level of professional activity of the individual. Professional activity is manifested in the search for new, more effective ways performing activities, changing established relationships with the team, trying to overcome, break the traditional methods of management, in dissatisfaction with oneself, striving to go beyond oneself. Comprehension of the heights of professionalism (acme) is evidence that the personality has taken place.
The transition from one stage of professional development to another means a change in the social situation of development, a change in the content of the leading activity, the development or assignment of a new social role, professional behavior and, of course, personality restructuring. All these changes cannot but cause mental tension of the individual. The transition from one stage to another gives rise to subjective and objective difficulties, interpersonal and. It can be argued that the change of stages initiates normative crises of the professional development of the individual.
Mixed Personality Disorder: Causes, Symptoms, Types and Treatments
GTA 4 control settings
FAQ on Smuggling in GTA Online
LSPDFR - welcome to the police
The huge map of Grand Theft Auto San Andreas and its secrets