On Several Problems with the Application of P.Ya. Galperin’s Classical theory

Abstract

Background. ! e theoretical and applied works of Piotr Ya. Galperin have attracted the attention of scholars for more than 70 years. But what about the contemporary situation? Does the Galperin’s “System of Psychology” have only historical signi" cance, or does it deal with crucial problems of contemporary psychology? Objective. ! is article explores several opportunities for applying Galperin’s System of Psychology and his theory of planned stage-by-stage formation of mental actions (PSFMA) as part of the System, in current conditions. Design. ! ere are three main areas where the concepts of P.Ya. Galperin’s System of Psychology can be applied. ! e " rst is the application of the method of planned stage-by-stage formation to studying the formation and development of human mental activity. ! e second is the study of the theoretical and actual process of planned stage-by-stage formation as a psychological reality. ! e third area is the use of the provisions of the theory in the practice of teaching. Results. We argue that the e# cacy of the provisions of the main components of Galperin’s System, and especially the PSFMA, is closely related to the solution of a number of purely theoretical issues today. Conclusion. ! e condition for the successful application of PSFMA principles is a harmonious combination of the basic psychological foundations of this,process, taking into account the speci" cs of both the activity being formed, and of those socio-economic and technological parameters that create the space where such formation is carried out.

Applying Galperin model to teacher professional development: A qualitative case study of a peer coaching program

“…Although the application of the Galperin model in education is not a neglected area (e.g., Arievitch & Haenen, 2005; Engeness & Lund, 2020; Podolskiy, 2022), it has not received the attention it deserves. Against this background, this study seeks to apply the Galperin model of psychological theory (Arievitch & Haenen, 2005; Galperin, 1968) in one form of teacher education, that is, peer coaching.…”