Cognitive-Operational Readiness Of Future Psychologists For Professional Activities

Formation of the Readiness of Future Educational Psychologists for the Organization of Psychodiagnostic Activities

“…e first approach to the structure of readiness consists in a simple listing of its constituent properties: (i) A positive attitude towards activity, a tendency to engage in it, turning into enthusiasm, a number of characterological traits and stable intellectual feelings, the presence of mental functions necessary for the performance of activities, a certain fund of knowledge and skills, skills in the relevant field, and professional abilities [28] (ii) Awareness of their belonging to a certain professional community (iii) Knowledge, opinion about the degree of their compliance with professional standards, about their place in the system of professional roles (iv) Knowledge of a person about the degree of his recognition in the professional field (v) Knowledge of your strengths and weaknesses, likely zones of success and failure; idea of oneself and one's work in the future [29] (vi) Volitional qualities, the necessary direction of intellectual processes, specialized observation, the optimal level of sthenic emotions, flexible thinking, and the ability to self-regulation (vii) Professional identity, value orientations, professionally important personality traits and professional competence, and awareness of the prestige of the profession [30] is approach allows us to consider readiness as a manifestation of individual and personal qualities corresponding to the nature of the forthcoming activity, but it causes difficulties in presenting readiness as an integral phenomenon.…”