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2017 | 4(2) | 90-96

Article title

Professional training of psychologists in the field of special education



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The article deals with foundations of modern research in the context of special education psychologists. The problem of professional training of psychologists in the field of special education is firstly comprehensively studied on the basis of humanistic, axiological, epistemological, acmeological, systemic, contextual, integrative, activity, reflexive-activity, and personality-oriented approaches. The methodological aspects of this professional training have been developed and the training itself has been presented as a holistic systemic phenomenon in the educational space of higher pedagogical education. The essence of the training has been examined in various ways and on the basis of this training its classification characteristics, levels and systemic and structural components have been determined. This article also defines the content, organizational and pedagogical conditions and criteria for assessing the levels of formation of these components. What the article aims at is to highlight and characterize the key parts of the system of the phenomenon under investigation and to describe their interactions in the functions and forms of the investigated activity. It also develops and scientifically substantiates the methodology of research of the state of formation of the components of psychologist professional training. The essence of the modern technologies in higher educational institutions is also determined. Theoretical paradigm has been scientifically substantiated, the structural and functional, organizational and didactic model of the system of psychologist professional training in the field of special education has been developed and tested and the dynamics of the formation of its components according to the results of the implementation of this system have been highlighted. Particular attention has been paid to finding and developing the optimal set of methods of providing it, developing programs and defining the efficiency of a developed program. Finally, the article outlines prospects for further research in the context of improving professional training of psychologists in the field of special education.





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