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We considered the current and insufficiently developed problem of professional marginalism by domestic teachers in the aspect of creating pedagogical conditions in the educational process of military universities to prevent it. Based on the analysis of philosophical, sociological, psychological literature, we specified the concept of “professional marginalism of servicemen”, gave its characterization as a dangerous psychological phenomenon, gave a comparative characteristic of the concepts of “professional burnout” and “deviant behavior”. To identify pedagogical conditions for preventing professional marginalism, we considered it as an antipode of the professional identity of military specialists. In view of the fact that the formation of the professional identity of future officers in the educational process of military universities is carried out during the implementation of educational tasks in classrooms and in extracurricular activities, we presented pedagogical conditions, the creation of which contributes to the prevention of professional marginalism of specialists engaged in military professional activities. The presented research results have a scientific novelty, since in this aspect the professional marginalism of servicemen has not yet been investigated, and we give not only a concretization of the key concept, but also the identified pedagogical conditions. The opportunities that arise in connection with the creation in the educational process of military universities of pedagogical conditions that prevent professional marginalism of military personnel as a dangerous psychological phenomenon determine the practical significance of the research and its results. Further development of the problem will contribute to the creation of a holistic concept of the development of professional identity and the prevention of professional marginalism of servicemen.
We considered the current and insufficiently developed problem of professional marginalism by domestic teachers in the aspect of creating pedagogical conditions in the educational process of military universities to prevent it. Based on the analysis of philosophical, sociological, psychological literature, we specified the concept of “professional marginalism of servicemen”, gave its characterization as a dangerous psychological phenomenon, gave a comparative characteristic of the concepts of “professional burnout” and “deviant behavior”. To identify pedagogical conditions for preventing professional marginalism, we considered it as an antipode of the professional identity of military specialists. In view of the fact that the formation of the professional identity of future officers in the educational process of military universities is carried out during the implementation of educational tasks in classrooms and in extracurricular activities, we presented pedagogical conditions, the creation of which contributes to the prevention of professional marginalism of specialists engaged in military professional activities. The presented research results have a scientific novelty, since in this aspect the professional marginalism of servicemen has not yet been investigated, and we give not only a concretization of the key concept, but also the identified pedagogical conditions. The opportunities that arise in connection with the creation in the educational process of military universities of pedagogical conditions that prevent professional marginalism of military personnel as a dangerous psychological phenomenon determine the practical significance of the research and its results. Further development of the problem will contribute to the creation of a holistic concept of the development of professional identity and the prevention of professional marginalism of servicemen.
Введение: статья посвящена анализу профессионального маргинализма, приобретающего в последние годы все большее распространение. Его предупреждение становится актуальной проблемой, которая требует исследования представителями раз-личных научных областей: социологами, психологами, педагогами. При этом проблемы, связанные с предупреждением профессионального маргинализма как опасного психологического феномена, остаются малоисследованными, несмотря на свою высокую общественную, государственную и личностную значимость. Особенно опасным представляется развитие профессионального маргинализма у сотрудников силовых структур: военнослужащих, сотрудников правоохранительных органов, в том числе системы исполнения наказаний, и др. Актуальность данной темы обусловлена увеличением количества сотрудников, проявляющих признаки профессионального маргинализма. Цель: на основе обобщения теоретических данных и опыта изучения проблемы профессионального маргинализма как опасного психологического феномена показать возможные способы его предупреждения и коррекции в образовательном процессе ведомственных вузов. Методы: теоретические (анализ, синтез, сравнение, систематизация, обобщение психолого-педагогической литературы по проблеме исследования, моделирование), эмпирические (опрос, тестирование, эксперимент), методы качественной и количественной обработки данных. Результаты: в ходе проведенного авторами исследования было выявлено, что среди опрошенных курсантов ведомственных образовательных организаций, в том числе ФСИН России, основная часть (69,0 %) склонна к проявлению амбивалентных чувств в отношении осваиваемой профессии; профессиональный маргинализм как антипод профессиональной приверженности проявляется у большинства курсантов (71,4 %) на среднем уровне. Лишь у пятой части обследуемых выявлен низкий уровень профессионального маргинализма. Выводы: анализ результатов диагностики состояния и динамики сформированности профессиональной идентичности курсантов показывает, что достигнутые показатели в целях предупреждения профессионального маргинализма должны быть увеличены. Это требует разработки и реализации программы повышения уровня сформированности профессиональной идентичности курсантов, включающей мероприятия, формы и методы их организации и проведения, направленные на предупреждение профессионального маргинализма сотрудников силовых ведомств. Существенную роль в предупреждении зарождения и развития этого психологического феномена призвана сыграть образовательная (особенно воспитательная) деятельность педагогов в период подготовки специалистов в ведомственных вузах.
Introduction: the article analyzes professional marginalism, which became increasingly widespread in recent years. Preventing marginalism becomes an urgent issue for representatives of various scientific fields: sociologists, psychologists, and teachers. At the same time, there is still an insufficient amount of studies on the problems associated with the prevention of professional marginalism as a dangerous psychological phenomenon, despite their high social, national and personal significance. The development of professional marginalism is especially dangerous among employees of law enforcement agencies: military personnel, law enforcement officers, correctional officers, etc. The relevance of this topic is due to the increase in the number of officers who show signs of professional marginalism. Aim: we review theoretical data and experience in studying the problem of professional marginalism as a dangerous psychological phenomenon so as to show possible ways of its prevention and correction in the course of educational process at departmental universities. Methods: theoretical (analysis, synthesis, comparison, systematization, generalization of psychological and pedagogical literature on the research problem, modeling), empirical (survey, testing, experiment), qualitative and quantitative data processing. Results: in the course of the research we have revealed that among the interviewed cadets of departmental educational organizations, including the Federal Penitentiary Service of Russia, the majority (69.0%) tend to show ambivalent feelings about the profession they are mastering; professional marginalism as the antipode of professional commitment is manifested in the majority of cadets (71.4%) at the median level. Only a fifth of the surveyed cadets showed a low level of professional marginalism. Conclusions: having analyzed the results of the assessment of the state and dynamics of the level of professional identity in cadets, we see that the achieved indicators should be increased in order to prevent professional marginalism. It can be achieved by developing and implementing a program to increase the level of formation of the professional identity in cadets. The program should include activities, forms and methods of their organization and implementation, aimed at preventing professional marginalism among law enforcement officers. An essential role in preventing the emergence and development of this psychological phenomenon belongs to educational (especially pedagogical) activities of lecturers in the course of training specialists in departmental universities.
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