HARMONIZATION OF FUTURE SPECIALIST’ PERSONAL BECOMING

Abstract

Rеsults of an empirical research of the problem of harmonization of future specialist’ becoming were presented in the article. Approbation of psychological and pedagogical program of harmonization of future specialist’s personal formation in the conditions of their professional training is the purpose of this research.

Psychological and pedagogical experiment, technique of diagnostics of level and type of students’ professional becoming, method of averages, nonparametric method and comparative analysis were applied as methods of empirical research.

Results. The first, third and fourth year students of Borys Grinchenko Kyiv University were participated in the implementation of a program of forming influence. Implementation of reflexive and design educational technology in teaching of psychological courses was the first content vector of the program. Use of the atlas of professionalization as a means of psychological support for future specialist’ becoming was the second content vector of the program. Teaching of the special course “Psychology of Self-Knowledge and Professional Self-Realization” was the third content vectors of the program.

Positive dynamics of purposes, resources and self-concept as components of the future specialist’ personality was recorded. It was found, that the level of student’s professional becoming was increased significantly in the experimental groups. The sample of students of the optimum value level was increased and the amount of students of primitive and performing levels was reduced. Implementation of reflexive and design educational technology and psychological support of students’ professionalization was optimized their types of professional becoming. The sample of students of the successful and predictably successful types was increased.

Conclusions. The contradictory content of student’s professionalization necessitates its detailed monitoring and psychological support. A harmonization of future specialist’ becoming is the actual vector of implementation of these processes. The harmonization requires coordination of purposes, resources and self-concept as structural components of personality. Levels and types of students’ professional becoming are indicators of the success of their professionalization.