Основні напрямки психологічного забезпечення професійного самоздійснення викладача вищої школи
Електронна бібліотека НАПН України
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http://lib.iitta.gov.ua/721353/
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| Title |
Основні напрямки психологічного забезпечення професійного самоздійснення викладача вищої школи
The main directions of psychological support for university lecturers’ professional self-fulfilment Основные направления психологического обеспечения профессионального самоосуществления преподавателя высшей школы |
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| Creator |
Корніяка, Ольга Миколаївна
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| Subject |
1 Philosophy. Psychology
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| Description |
У статті окреслено – на підставі результатів регресійного аналізу – визначальні чинники професійного самоздійснення викладача вищої школи. Встановлено, що найбільш вираженим чинником досягнення цим фахівцем високого рівня професійного самоздійснення (загального, внутрішньопрофесійного і зовнішньопрофесійного) виступає показник «креативність у сфері ділового спілкування». Показано основні напрямки, заходи, засоби, форми та етапи психологічного забезпечення процесу професійного самоздійснення фахівця науково-педагогічного профілю.
The article presents the results revealing with performed regression analysis of the determinants of university lecturers’ professional self-fulfilment; the main directions, measures, means, forms and stages of self-fulfilment psychological support are outlined on the result basis. The research has shown that communicative factors are placed among the clearest predictors of achievement by university lecturers of high self-fulfilment in their profession. This is due to the specifics of lecturers’ professional work implemented in the form of scientific and pedagogical communications. In addition, the performed statistical analysis of experimental data and a qualitative interpretation of the regression analysis have shown that the most significant factor in achieving of high professional self-fulfilment (general, internal and external) is the “creativity in professional communications” indicator. The research has also determined the leading factors of internal and external professional self-fulfilment of such specialists. The following factors are sufficiently expressed: internal professional motivation and external positive motivation; key criteria (motivational, cognitive and instrumental) of communicative competence in the field of professional communication; professional competence, including creative, informational, self-educational and pedagogical ones; indicators of nonverbal expressiveness; value orientations; creativity; sociability and, finally, the ability to express own thoughts. Based on the performed regression analysis, we have identified the main directions and related problems of psychological support for university lecturers’ professional self-fulfilment. Lecturers’ professional self-fulfilment can be ensured by: 1) deepening the content of their own professional work and achieving satisfaction with their work; 2) constant development of internal and external professional motivation; 3) development of value orientations inherent to a self-actualizing person; strengthening of the value attitude to the chosen specialty; 4) creative and creative-communicative focusing of a person, ensuring constant manifestations of creativity in the field of professional communication and life in general; 5) use of personal and psychological resources of hardiness, deepening of its connection with personality traits; 6) intensive development of professional competence and its structural components, such as informational, creative, pedagogical and self-educational competence; 7) improvement of communicative competence as a key component of professional competence and a lecturer’s integral ability to communicate with an emphasis on communicative components: а) the motivational, cognitive, instrumental criteria; b) speech competence; c) non-verbal (pedagogical) expressiveness of lecturers’ communications; 8) development of sociability as the ability to quickly establish deep and emotionally rich contacts with other people. Psychological support for professional self-fulfilment should be ensured at all stages of a person’s professional formation and have a permanent character. The psychological counselling, thematic conversations, communicative and social psychological trainings, business games, rationalization of professional tasks through appropriate information, psychological regulatory tools, as well as measures supporting a good health and preventing negative personal and professional phenomena can facilitate university lecturers’ self-realization and self-fulfilment in the chosen profession. In order to facilitate development of a personality of such specialists and create opportunities for their creative communicative activity and creative self-expression in the profession, an individual approach is extremely important. В статье очерчены – на основе результатов регрессионного анализа – ведущие факторы профессионального самоосуществления преподавателя высшей школы. Установлено, что наиболее выраженным фактором достижения этим специалистом высокого уровня профессионального самоосуществления (общего, внутрипрофессионального и внешнепрофессионального) является показатель «креативность в сфере делового общения». Показаны основные направления, меры, средства, формы и этапы психологического обеспечения процесса профессионального самоосуществления специалиста научно-педагогического профиля. |
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| Publisher |
Інститут психології імені Г.С. Костюка НАПН України
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| Date |
2020
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| Type |
Article
PeerReviewed |
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| Format |
text
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| Language |
uk
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| Identifier |
http://lib.iitta.gov.ua/721353/1/Korniyaka_OM_2020_The_main_directions_of_psychological_supp.pdf
- Корніяка, Ольга Миколаївна (2020) The main directions of psychological support for university lecturers’ professional self-fulfilment Актуальні проблеми психології: Психофізіологія. Психологія праці. Експериментальна психологія, 20 (5). pp. 91-106. ISSN 2072-4772 |
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