The Educational Technology of Ethical Development for Students

Abstract

The relevance of this work was connected with the problem of ethical competencies forming among future psychologists during their learning in university. The first task of research was to work out the technology of ethical development for studentspsychologists. The structure of this technology included four main educational components: information support, research work, case-study and demonstration reports. Second task was to approve the technology of development of ethical competencies for university students. It was solved through using active learning methods in the context of constructivism approach. The methods of research were: theoretical analysis, "forming" experiment, content analysis, specially organized discussions, modeling, audio and visual methods, used for actualizing of main ethical problems in psychology practice and supporting of discuss processes among students. The main result of work was the new effective technology for learning of professional ethics among students -future psychologists. The technology includes theoretical and practical modules, combined use of which provides effective mastering of ethical competencies by students. Practical significance of the technology lies in the integration of theoretical constructs with active teaching methods and is determined by possibility of its use by teachers and graduate students of higher educational institutions within the framework of the discipline "Professional Ethics" for psychologists. The originality of technology is based on creation of special conditions, where students are given the opportunity to construct knowledge themselves, what increases their interest in discipline and activates the creativity.

Value and Meaning Attitudes as a Factor of Forming Tolerant Ethnic Consciousness in the Multicultural Milieu of a Higher Education Institution

“…In the course of purpose-oriented work to reform value and meaning attitudes of the youth the smoothing of specific features of perception of reality takes place which are based on traditions of many generations, rested on prejudices and stereotypes; the emergence of a tendency to the expansion of interpersonal relations through communication with people of other national groups; a decline of a tension degree and level of concern to «defend» one's own nation; the rise of a level of understanding the importance of peaceful and friendly relations between nations [53,54,55,56,57,58]. The balance is achieved at the expense of developing and forming an optimum level of tolerant consciousness which incorporates value and meaning attitudes to interaction through a dialogue -the orientation to equal communication, cooperation, joint creativity, striving for mutual selfexpression, the development without suppressing another person's interests or the renunciation of one's own values and persuasions in the systems «teacher-student», «teacher-group».…”

Projecting and Implementation of Professional-Personal Environment for Future Teachers

“…The multiplicity of studies on the educational environment gives rise to different views on the components that make up it: the personal model (spatial-object, social, psycho-didactical components) [7,8,9]; communicative-oriented model, as a form of community between learners and teachers, and between the students themselves (psychological climate, collective socio-psychological structure, knowledge transfer psychological organization, student psychological characteristics) [10]; dynamic model, as a system product of interaction between educational space, education management, educational organization and the learner [11]. In the most general sense, the theory of pedagogy states that the educational environment includes everything that influences the person education, upbringing and development within the educational level [12,13,14,15,16,17].…”