The article presents the results of a comparative analysis of psychological assistance models functioning in Russian universities. The study objective is to identify and substantiate the provisions of the differential acmeological approach as the basis for the design of psychological assistance for professional and personal development of pedagogical university students. The model of psychological assistance for professional and personal development of pedagogical university students is designed based on the results of comparative analysis, the descriptive method, and the method of functional and structural modeling. It is demonstrated that the creation of a unique psychological assistance system stimulating the maximum realization of the creative potential of the educational process subjects’ personalities as a part of the educational activity of a pedagogical university opens up additional opportunities for the individualization of professional training. The differential acmeological approach to the design of psychological assistance for professional and personal development of pedagogical university students presented in the article allows integrating the potential of general professional training courses in the system of psychological support and assistance in students’ self-knowledge and professional and personal development.
The article presents the results of research focusing on substantiation and development of the idea of preservation and multiplication of human capital. The issue of psychological prerequisites and social conditions for top achievements made by scientists is of scientific and practical relevance as well as identification of social and psychological factors encouraging the preservation of high productivity in elderly scientists over long periods of time. The objective of this research is to find the correlation between the key events in the academic biography and top achievements made by well-known elderly scientists at different stages of their professional development. The presented data were obtained with the help of the research interview “Life values and life journey” developed by V.S. Mukhina. The information contained in scientometric databases about the top achievements made by elderly scientists were analyzed and interpreted relying on the principles of differential acmeological analysis of professional activities conducted by famous scientists and their achievements made in the acme of their career. The correlation between the key events in the academic biographies of the interviewed elderly scientists and their top achievements has shown that reaching the acme is the result of psychological prerequisites (scientists’ personal qualities and the physical state) and social conditions of their professional activities (social status, belonging to a certain school of thought, access to organizational and financial resources). Over the whole time of academic activity conducted by senior scientists, there are usually a few productive periods called micro-acme in acmeology. It should be noted that top achievements made by scientists are typically spaced out and fall on the times with the best combination of prerequisites and conditions for scientific creativity. Within this research, identification of the most common combinations of prerequisites and conditions leading to top scientific achievements was beyond our focus. One of the promising research directions would be an attempt to identify the criteria for developing periodization of scientific productivity among elderly scientists.
The article presents the results of studying the personality characteristics of elderly scientists who have maintained scientific productivity for a long time. The problem that has to be solved and has got a huge scientific and practical significance is to find the psychological preconditions for the peak achievements of scientists and to define the social and psychological factors that contribute to maintaining the high productivity of elderly scientists for a long time.The aim of the study is to determine the key personality traits of famous elderly scientists at the stages of their professional development.Research methods. The presented data were obtained using the research interview “Life Values and Life Path”, developed by V.S. Mukhina. Empirical material was collected in the course of interviewing famous Russian scientists of older age (from 65 to 94 years old), involved in research activities and making a significant contribution to the development of the humanities and technical sciences. When forming the sample, we followed the logic of V.S. Mukhina, who interviewed older scientists who are the founders and leaders of well-known scientific schools, who have a doctorate in science, the academic title of professor, membership in the academy of the Russian Academy of Sciences, Russian Academy of Medical Sciences or Russian Academy of Education and continue active scientific work. Data on the peak achievements of older scientists were taken from the scientometric databases of the Russian Science Citation Index and the Russian State Library.Results. The data representing the peak achievements of the elderly scientists were taken from the scientometric databases and interpreted according to the provisions of differential and acmeological analysis for professional activities of scientists. The analysis of interviews, autobiographical descriptions and peak achievements of the elderly scientists allowed to reveal that the peak achievement (acme) is the joint result of psychological preconditions (personal traits of scientists, physical conditions) and social conditions of professional activity (social status of a scientist, belonging to a scientific school, availability of organizational and financial resources). The several productive periods, which are called within the acmeology field as “micro-acme”, can be indicated in the scientific work of elderly scientists throughout the period of their scientific activity. At the same time, the peak achievements of scientists as a rule are spaced in time with an optimal combination of preconditions and conditions for scientific creativity.
42Опыт апробации модуля «Индивидуализация и дифференциация учебно-воспитательной работы с учащимися разных категорий» в подготовке магистров по укрупненной группе специальностей «Образование и педагогика» Представлены основные характеристики модуля «Индивидуализация и дифференциация учебно-воспитательной работы с учащимися разных категорий» инновационной образовательной программы профессиональной (педагогической) магистратуры. Приводятся учебные дисциплины модуля, ориентированные на две адресные группы обучающихся, которые имеют существенные различия в психолого-педагогической подготовке. Предложен вариант построения междисциплинарной аттестации студентов по итогам освоения модуля. Раскрыта специфика апробации модуля в условиях сетевого взаимодействия. Показаны роль педагога-супервизора, особенности содержания и организации углубленной профессионально ориентированной практики, раскрыты возможности отдельных блоков практики в обогащении содержания и форм образовательного процесса в магистратуре. На основе анализа результатов апробации модуля делается вывод о перспективах его использования в процессе подготовки магистров педагогического и психолого-педагогического направлений.Ключевые слова: магистратура, профессиональный стандарт педагога, сетевое взаимодействие, практико-ориентированное теоретическое обучение, педагогическая практика.
This article presents the results of comparative pedagogical studies that aim at determining the general and specific features of teacher education programs in France and the US. The study is based on binary comparisons and classical methods of comparative pedagogy, including comparative, descriptive and inductive-deductive. In the course of the study, the authors of the article determined conditions for efficient teacher training that are common to the French and US systems of higher education; established the key factor causing the specific functioning of education systems in France and the US; indicated the priority directions of designing teacher education programs in France and the US. The authors have interpreted the study results with due regard to the competency-based educational paradigm and determined trends that condition the general laws of designing educational programs.
The study aims to identify the features of the functional state of physically gifted children 5-6 years old with a high level of development of aerobic capacity under conditions of cognitive loads performed at different speeds. The authors used tests based on Anfimov’s letter tables as models of intense cognitive load. The examination was carried out at rest and while working at a comfortable speed and the maximal possible speed. Based on the results of the tasks, the speed and productivity of work, indicators of the psychophysiological cost of activity were calculated. Using the Luscher test, the level of situational anxiety was assessed and the coefficient of autonomic tone was determined. To diagnose the emotional state, the Lutoshkin technique was used. The tension of the systems of autonomous and central regulation of physiological functions was measured based on temporal analysis of the heart rhythm. Systolic and diastolic blood pressure, pulse and mean pressure, double product, Kerdo vegetative index, Myznikov index, and functional changes index were also calculated. A complex indicator of the development of aerobic capacity was found, taking into account the power, capacity, and efficiency of an aerobic source of energy supply to muscles. Based on the sigma scale, 7 gradations for assessing the development of aerobic abilities were identified, namely, very low, low, below average, average, above average, high, very high (above M + 2.0σ). The results obtained show that psychophysiological changes in the functional state during intense cognitive load in children aged 5-6 years largely depend on the development of aerobic capacity. It was found that physically gifted preschoolers with a high level of development of aerobic capacity were distinguished by optimally reduced activity during a calm wakeful state and less pronounced psychophysiological reactivity in conditions of intense cognitive load. They were characterized by increased efficiency of activity and its low psychophysiological cost in combination with increased adaptive potential of the organism.
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