Pedagogy is not a science, pedagogy is the technique and practice of educating and training a person. Pedagogy in its actions is based on psychological research. The profession of a teacher is divided into the profession of a preschool teacher, primary school teacher, subject teacher at school (mathematics teacher, history teacher, physics teacher, chemistry teacher, drawing teacher, dance teacher, etc.), teacher in a secondary educational institution and teacher at a higher education institution. In pedagogy, a special place is occupied by a specialist in teaching or educational methods - a methodologist. There is a section in pedagogy - didactics - it provides precise technological schemes for presenting material. Special pedagogy stands apart - oligophrenopedagogy, typhlopedagogy, deaf pedagogy, phonopedagogy. These types of teachers work in institutions for children with hearing, vision, and intelligence impairments and voice disorders. Everyone knows the profession of speech therapist. A speech therapist works in kindergarten, at school, and he can even work with adults who would like, for example, to get rid of an unwanted reprimand. Child psychology and educational psychology are very close to pedagogy. Psychologists in these areas help pedagogy and teachers train and develop children, as well as understand them and correct maladaptive forms of behavior in children. The profession of speech therapist is a complex profession. A speech therapist works not only with speech disorders, but also with disorders of the child’s thinking, attention and memory. A school psychologist is a full participant in the pedagogical process. A school psychologist is a comprehensive specialist; he carries out not only diagnostics, but also psychological correction of children - at the cognitive, emotional and personal level. He advises parents and teachers. Teaching professions are excitingly interesting, difficult and require psychological stability and health from a person.
Pedagogy and psychology of deviant behavior are studied by university students preparing to work with so-called difficult children. Currently, the profession is quite in demand, since the number of dysfunctional families is growing, the economic situation is difficult, and the dominance of computer games and other online entertainment is not having the best effect on the behavior of the younger generation.
Pedagogy and psychology of deviant behavior is a specialty that not everyone can handle. We need to prepare for the fact that we will have to deal with difficult and even egregious cases when a child behaves antisocially, causes physical or moral harm to others, or violates the most basic social norms.
It is this behavior that is called deviant, and the task of the teacher and psychologist in one person is to correct it as much as possible. To become a good specialist, you must have high motivation, strong nerves, a diplomatic character and truly love children.
While studying at a university, future psychologists and teachers of deviant behavior master the following skills:
Identification of the causes of deviations both in the early stages and in extremely advanced cases;
Correction of the mental state of the wards;
Prevention of deviant behavior among students in schools and other educational institutions;
Identification of difficult children, as well as persons who have a negative influence on them;
Organization of useful leisure time for the younger generation;
Registration of troubled teenagers;
Working with parents and persons replacing them.
Specialty “Pedagogy and psychology of deviant behavior”: who to work with
Graduates of relevant universities can occupy the following positions:
Correction teacher;
Juvenile Affairs Inspector;
Psychologist in educational institutions;
Social worker specializing in minors;
Family specialist;
Conflict specialist;
Guardianship officer;
Rehabilitologist;
Valeologist, etc.
Today, many universities train specialists in working with difficult children. There are about ten such educational institutions in Moscow alone. In particular, it trains specialists in pedagogy and psychology of deviant behavior at Moscow State University, where the best teaching staff are gathered, and the quality of education is beyond doubt. The university provides tuition on a paid and free basis, on a full-time basis.
Today, in order to enter the Faculty of Psychology at Moscow State University, you need to have a passing score of 277. Graduates of one of the best universities in the country easily find work and have every chance of getting leadership positions. The salary of specialists in pedagogy and psychology of deviant behavior in Russia ranges from 25 to 40 thousand rubles, depending on experience, qualifications and the specific organization. This is not a lot of money, but this area is mainly used by people who strive, first of all, for self-realization, love children and want to benefit society.
To be a psychologist, it is not enough to be able to comfort people beautifully and quickly.
Psychology specialty training
Students acquire knowledge from the field of medicine. The subject of anatomy examines the work of the central nervous system, the basics of clinical psychology and neurophysiology. Depending on the specialty, the set of “disciplines of the psychology specialty” includes:
- psychology of Personality,
- general psychology,
- zoopsychology,
- ethnopsychology,
- social psychology and so on.
Traditionally, practice takes place in counseling centers. Universities also offer retraining in the specialty of psychology, for those who want to try themselves in a new promising field.
Specialties at the Faculty of Psychology
Psychology specialty code: 03/37/01.
It is noteworthy that you can choose between several areas of psychology in order to maximize your talent in it in the future.
Specialty: pedagogy and psychology (educational psychology)
Psychology and social pedagogy specialty 19.00.07 is acquired by students with the study of the interaction of groups, classes, and their units in the process of development. There are 11 areas of her research.
The direction has other subtypes of specialties, for example, preschool pedagogy and psychology specialty can be chosen as the direction of training.
Specialty psychology of professional activity
Future graduates take courses in management, natural sciences, and humanities. In special subjects, the skills necessary for the vacancies that will open after graduation are developed. Among them:
- psychology of communication and negotiations,
- psychology of conflict,
- safety psychology,
- psychology of stress,
- psychology of personnel management, etc.
A special subtype - the specialty of management psychology is suitable for future managers, personal assistants, and coaches.
Specialty military psychology
A military psychologist differs from civilians in the breadth of his profile - he is trained in many disciplines from different psychological fields of activity. For example, psychodiagnostics, psychological training, psychoprophylaxis and mental hygiene, psychological counteraction to the enemy, psychological rehabilitation of military personnel, etc. Specialists are doomed to constant lively, creative and interesting work.
Recently, professional retraining in the specialty of psychology is carried out preferably in this area, because it is most relevant in the modern situation in the world.
Social psychology specialty
In the process of mastering a specialty, students undergo various practical classes, trainings, and practice at the site of a possible future job. The highlight of the training is “master classes” from practicing psychologists and experienced professionals.
Specialty: practical psychology
A practical psychologist is, in essence, a lie detector. To become one, you have to learn different subjects “from cover to cover.” 1st year - history, physiology of the central nervous system, cultural studies, jurisprudence, pedagogy, etc. From the 3rd year - psychodiagnostics, history of psychology, age, experimental, pedagogical, etc.
Specialty Psychology - Universities
To get a job and to effectively fulfill your responsibilities, you must complete a master's degree in psychology. It is best to receive it from leading institutions that regularly update their programs, because the work of a psychologist is more practical. In addition, with each passing year, humanity is getting closer to lowering the “curtain” hiding the CPR. In this regard, new methods of interaction with the psyche are being developed. Of course, you can educate yourself, but what are you paying the university for then?
Moscow universities specializing in psychology:
- MSU IM. M.V. LOMONOSOV;
- National Research University Higher School of Economics;
- RSUH;
- PMGMU IM. THEM. SECHENOVA;
- RNIMU IM. N. I. PIROGOVA;
- MPGU;
- RGSU;
- MGPPU;
- MSPU;
- GAUGN.
Specialty psychology universities in St. Petersburg:
- St. Petersburg State University;
- IVESEP;
- NIUD;
- BIEPP;
- RHGA;
- SPbU Ministry of Internal Affairs of the Russian Federation;
- SPbGIPSR;
- Leningrad State University named after A.S. Pushkin.
Specialty: psychology
The fascinating discipline “Fundamentals of Psychology” is studied in every pedagogical college, and universities with a specialty in psychology are more suitable for obtaining a profession.
Colleges majoring in psychology
Or rather, one college. You can get a bachelor's degree in psychology from the IGUMO College of Psychology (Moscow). You can also do this at the faculties of the various institutes mentioned above.
Work in Psychology
The position in demand is a psychologist-consultant. She needs to know and be able to do more than a bachelor can. Graduates are engaged in research work as part of a team.
The work of a teacher-psychologist often remains in the shadow of the student’s glory, but the realization that the student has achieved success in life or in work or study is the best reward and the highest degree of recognition of teaching work. What requirements must be made of yourself in order to earn the right to teach and educate others? Who will teach you to touch people's souls and illuminate the right path in life for them?
pedagogy and psychology are among the most ancient and significant professions. Pedagogy is the art of education, and psychology is the science of the soul. In this interpretation, these professions appeared in Ancient Greece, and since then these definitions have not been questioned, as has the importance of the profession of educational psychologist. Of course, every work and every specialty is important for society, but the right to touch a soul and lead it along the path of life is a huge honor and responsibility for a person who has decided to devote his life to the art of educating human souls.
The work of a teacher-psychologist often remains in the shadow of the student’s glory, but the realization that the student has achieved success in life or in work or study is the best reward and the highest degree of recognition of teaching work.
What requirements must be made of yourself in order to earn the right to teach and educate others? Who will teach you to touch people's souls and illuminate the right path in life for them?
Who is an educational psychologist?
This is an employee of an educational organization who is responsible for the social adaptation of children, their psychological development and behavior. Considering the knowledge that psychology and pedagogy provide and the etymology of the name of the profession (teacher - from the Greek paid agogos (educator/mentor); psychologist - from the Greek psyche (soul)), a person who owns this knowledge can be called, for example, an educator of human souls. This definition of a profession will not sound too pretentious - it only emphasizes the importance of the profession and reminds us of the degree of responsibility for one’s work.
The norms of behavior existing in society require each person to comply with certain rules. Raising a personality that corresponds to generally accepted moral standards is the main task of an educational psychologist. In addition, having mastered the profession, understanding the hidden motives of people’s behavior, the educational psychologist helps students understand themselves, create the necessary model of behavior that will help in solving life’s tasks and problems. In particular:
- Each personality is unique in nature, and sometimes this factor becomes a stumbling block in human relationships. An experienced teacher-psychologist can determine the nature of interpersonal conflict and help find mutual understanding between people.
- Each model of individual behavior is determined by various factors - biological, social, psychological. The task of an educational psychologist is to analyze a person’s actions, find hidden mechanisms of behavior and correct them. What does it mean? Pupil - full-fledged participant in the educational process, and the psychologist is obliged to explain to him what the problem is so that the solution to it becomes the internal conviction of the pupil or the person who seeks help.
- An educational psychologist helps a person find necessary and socially acceptable ways to achieve goals, helps in organizing the necessary conditions for implementation.
Specialists in the field of pedagogy and psychology are a sought-after profession that is becoming increasingly popular in various industries, except those where assistance in social adaptation and personality development is the main task.
Today, educational psychologists are in demand:
- in preschool and school institutions;
- in social services and law enforcement agencies;
- in the healthcare system;
- at various enterprises where work is related to certain tasks, and employees need professional help.
In addition, an educational psychologist who is fluent in the skills of the profession can work individually.
What personal qualities should an educational psychologist have?
Knowledge of psychology can be compared to a powerful weapon that gives certain advantages to the person who owns it. But the power and ability to exert a psychological influence on people requires a high spiritual organization and a sense of responsibility. This is the first and most important quality that should be inherent in an educational psychologist.
The main tool of work for every educational psychologist is the word. In order to convey the necessary information to a listener or student and make it a personal conviction, you need a huge vocabulary and knowledge from the field of literature, art, and history in order to present your arguments using well-known examples, vividly and figuratively. A teacher-psychologist is a comprehensively developed and educated person; this is the second important condition for successful work.
Specifics work of an educational psychologist is that its services are needed by people of any age, regardless of gender, social status, etc. In this regard, the specialist must:
Constant work with people, especially with those who experience certain difficulties in adapting to society, requires stress resistance. But even more important is to love people and your profession: without an internal need to help people, it would be wiser to look for another calling in life.
Advantages of the profession of educational psychologist
Real and greatest advantage of the profession of educational psychologist- a feeling of moral satisfaction from one’s work. You can only count on a high salary in this professional field if the specialist provides services privately. As of the beginning of 2017, the average monthly salary of an educational psychologist in Russia was about 33 thousand rubles.
The undoubted advantage of this profession is also that an educational psychologist is a universal specialist who can conduct psychodiagnostics, psychological consultation, psychological education, psychocorrectional measures, etc. In other words, if a specialist decides to leave the education system, he can easily realize himself in other related specialties.
An additional bonus to the profession can be considered the use of the acquired knowledge to communicate with loved ones and friends, and improve your personal life.
Disadvantages of the profession of educational psychologist
A specialist who is responsible for his profession must be prepared for an irregular work schedule - this especially applies to areas of activity related to children, medicine, and work in the Ministry of Emergency Situations, where the help of psychologists also often plays an important role. Accordingly, stressful workdays significantly affect personal life, sometimes excluding from it such concepts as free time, personal interests, etc.
A particular difficulty in the work of a teacher-psychologist is the need to build relationships not only with students educational institution(or employees of the enterprise), but also with the children’s parents (or management). Unfortunately, sometimes it is possible to achieve positive results in working with a particular child only through close cooperation with parents. But they are not always ready to go to a meeting and listen to the recommendations of an educational psychologist.
Where can you get a profession as an educational psychologist?
The Russian Institute of Vocational Education "IPO" is recruiting students to receive training at the IPO - a convenient and quick way to receive distance education. 200+ training courses. 8000+ graduates from 200 cities. Short deadlines for completing documents and external training, interest-free installments from the institute and individual discounts. Contact us!
To carry out professional activities, a teacher-psychologist must have a higher psychological education. You can completely limit yourself to studying at a university and subsequently taking advanced training courses.
However, some experts advise first getting a specialized education at a college/technical school, where the curriculum includes a sufficient amount of practical training. For a teacher-psychologist, practical experience from the very first steps is important, since the profession, in addition to all of the above, requires the ability to quickly navigate the environment, improvise, and even show acting qualities.
Having received a profession in a secondary specialized institution, you can continue your studies at a university according to a shortened program. The best universities in the field of pedagogy and psychology today are:
- RSUH ();
Previously, this state standard had the number 031000
(according to the Classifier of directions and specialties of higher professional education) MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION I APPROVED Deputy Minister of Education Russian Federation V.D.Shadrikov
14____04_____2000
State registration number
399 ped/sp_______
STATE EDUCATIONAL
STANDARD
HIGHER PROFESSIONAL EDUCATION
Specialty 031000 Pedagogy and psychology
Qualification as educational psychologist
Introduced from the moment of approval
Moscow 2000
1. GENERAL CHARACTERISTICS OF THE SPECIALTY
The specialty was approved by order of the Ministry of Education of the Russian Federation No. 686 dated March 2, 2000. Graduate qualification: educational psychologist.The standard period for mastering the basic educational training program in specialty 031000 Pedagogy and psychology for full-time study is 5 years.
1.3. Qualification characteristics of the graduate
A graduate who has received the qualification of a pedagogical psychologist must be ready to carry out professional activities aimed at psychological support of the educational process, personal and social development of students; promote socialization and the formation of a common culture of the individual, conscious choice and mastery of educational programs; promote the protection of individual rights in accordance with the Convention on the Rights of the Child; contribute to the harmonization of the social sphere of the educational institution; implement measures to form the psychological culture of students, teaching staff and parents; develop developmental and correctional educational programs taking into account personality characteristics; conduct psychological diagnostics of various profiles and purposes and the necessary psychological and pedagogical correction; provide psychological support for creatively gifted students.
A graduate who has qualified as an educational psychologist must know the Constitution of the Russian Federation; laws of the Russian Federation, decisions of the Government of the Russian Federation and educational authorities on educational issues; Declaration of Human Rights and Freedoms; Convention on the Rights of the Child; regulatory documents regulating issues of labor protection, health care, career guidance, employment of students (pupils) and their social protection; general psychology, educational psychology and general pedagogy, personality psychology and differential psychology, child and developmental psychology, social psychology, medical psychology, child neuropsychology, pathopsychology, psychosomatics; the basics of defectology, psychotherapy, sexology, mental hygiene, career guidance, vocational studies and occupational psychology, psychodiagnostics, psychological counseling and psychoprophylaxis; methods of active learning, socio-psychological communication training; modern methods of individual and group professional consultation, diagnosis and correction of normal and abnormal child development; rules and regulations of labor protection, safety and fire protection.
A graduate of specialty 031000 Pedagogy and Psychology is prepared to work in educational institutions of various types.
The types of professional activities of a specialist are:
correctional and developmental,
teaching,
scientific and methodological,
socio-pedagogical,
educational,
cultural and educational,
managerial.
Opportunities for continuing education of a graduate - educational psychologist who has mastered the basic educational program of higher professional education in specialty 031000 Pedagogy and psychologyThe graduate is prepared to continue his education in graduate school.
2. REQUIREMENTS FOR THE LEVEL OF PREPARATION OF THE APPLICANT
2.1.The applicant's previous level of education is secondary (complete) general education.
The applicant must have a state-issued document on secondary (complete) general education or secondary vocational education, or primary vocational education, if it contains a record of the bearer receiving secondary (complete) general education, or higher vocational education.3. GENERAL REQUIREMENTS FOR THE BASIC EDUCATIONAL PROGRAM
PREPARATION OF A GRADUATE IN SPECIALTY
031000 Pedagogy and psychology
GSE cycle – general humanitarian and socio-economic disciplines;
cycle EH – general mathematical and natural science disciplines;
OPD cycle – general professional disciplines;
DPP cycle – subject training disciplines;
FTD – electives.
The content of the national-regional component of the main educational program for training a teacher-psychologist should ensure the preparation of the graduate in accordance with qualification characteristics established by this state educational standard.4. REQUIREMENTS FOR THE MANDATORY MINIMUM CONTENT OF THE BASIC
EDUCATIONAL PROGRAM FOR PREPARATION OF A PEDagogical Psychologist
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General humanitarian and socio-economic disciplines |
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Federal component |
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Foreign language Specifics of articulation of sounds, intonation, accentuation and rhythm of neutral speech in the target language; the main features of the complete pronunciation style, characteristic of the field of professional communication; reading the transcription. Lexical minimum in the amount of 4000 educational lexical units of a general and terminological nature. The concept of differentiation of vocabulary by areas of application (everyday, terminological, general scientific, official and other). The concept of free and stable phrases, phraseological units. The concept of the main methods of word formation. Grammatical skills that provide general communication without distorting the meaning in written and oral communication; basic grammatical phenomena characteristic of professional speech. The concept of everyday literary, official business, scientific styles, and the style of fiction. Main features of the scientific style. Culture and traditions of the countries of the language being studied, rules of speech etiquette. Speaking. Dialogue and monologue speech using the most common and relatively simple lexical and grammatical means in basic communicative situations of informal and official communication. Fundamentals of public speech (oral communication, report). Listening. Understanding dialogic and monologue speech in the field of everyday and professional communication. Reading. Types of texts: simple pragmatic texts and texts on broad and narrow specialty profiles. Letter. Types of speech works: abstract, abstract, theses, messages, private letter, business letter, biography. |
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Physical Culture Physical culture in general cultural and professional training of students. Its socio-biological foundations. Physical culture and sport as social phenomena of society. Legislation of the Russian Federation on physical culture and sports. Physical culture of the individual. Basics of a healthy lifestyle for a student. Features of using physical education means to optimize performance. General physical and special training in the physical education system. Sport. Individual choice of sports or physical exercise systems. Professional applied physical training of students. Basics of self-study methods and self-monitoring of the state of your body. |
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National history Essence, forms, functions of historical knowledge. Methods and sources of the study of history. Concept and classification of historical source. Domestic historiography in the past and present: general and special. Methodology and theory of historical science. The history of Russia is an integral part of world history. Ancient heritage in the era of the Great Migration. The problem of ethnogenesis of the Eastern Slavs. The main stages of the formation of statehood. Ancient Rus' and nomads. Byzantine-Old Russian connections. Features of the social system of Ancient Rus'. Ethnocultural and socio-political processes of the formation of Russian statehood. Acceptance of Christianity. Spread of Islam. The evolution of East Slavic statehood in X I - XII centuries Socio-political changes in Russian lands in XIII - XV centuries Rus' and the Horde: problems of mutual influence.Russia and the medieval states of Europe and Asia. Specifics of the formation of a unified Russian state. The rise of Moscow. Formation of a class system of society organization. Peter's reforms I . Age of Catherine. Prerequisites and features of the formation of Russian absolutism. Discussions about the genesis of autocracy.Features and main stages of economic development of Russia. Evolution of forms of land ownership. The structure of feudal land tenure. Serfdom in Russia. Manufacturing and industrial production. The formation of industrial society in Russia: general and special. Social thought and features of the social movement in Russia XIX V. Reforms and reformers in Russia. Russian culture XIX century and its contribution to world culture.The role of the twentieth century in world history. Globalization of social processes. The problem of economic growth and modernization. Revolutions and reforms. Social transformation of society. The clash of tendencies of internationalism and nationalism, integration and separatism, democracy and authoritarianism. Russia at the beginning of the twentieth century. The objective need for industrial modernization in Russia. Russian reforms in the context of global development at the beginning of the century. Political parties of Russia: genesis, classification, programs, tactics. Russia in conditions of world war and national crisis. Revolution of 1917. Civil war and intervention, their results and consequences. Russian emigration. Socio-economic development of the country in the 20s. NEP. Formation of a one-party political regime. Education of the USSR. Cultural life of the country in the 20s. Foreign policy. The course towards building socialism in one country and its consequences. Socio-economic transformations in the 30s. Strengthening the regime of Stalin's personal power. Resistance to Stalinism. USSR on the eve and during the initial period of the Second World War. The Great Patriotic War. Socio-economic development, socio-political life, culture, foreign policy of the USSR in the post-war years. Cold War. Attempts to implement political and economic reforms. Scientific and technological revolution and its influence on the course of social development. USSR in the mid-60s-80s: growing crisis phenomena. Soviet Union in 1985-1991 Perestroika. The 1991 coup attempt and its failure. Collapse of the USSR. Belovezhskaya agreements. October events of 1993 The formation of a new Russian statehood (1993-1999). Russia is on the path of radical socio-economic modernization. Culture in modern Russia. Foreign policy activity in a new geopolitical situation. |
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Cultural studies Structure and composition of modern cultural knowledge. Culturology and philosophy of culture, sociology of culture, cultural anthropology. Culturology and cultural history. Theoretical and applied cultural studies. Methods of cultural studies. Basic concepts of cultural studies: culture, civilization, morphology of culture, functions of culture, subject of culture, cultural genesis, dynamics of culture, language and symbols of culture, cultural codes, intercultural communications, cultural values and norms, cultural traditions, cultural picture of the world, social institutions of culture, cultural self-identity, cultural modernization. Typology of cultures. Ethnic and national, elite and mass culture. Eastern and Western types of cultures. Specific and “middle” cultures. Local cultures. The place and role of Russia in world culture. Trends in cultural universalization in the global modern process. Culture and nature. Culture and society. Culture and global problems of our time. Culture and personality. Enculturation and socialization. |
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Political science Object, subject and method of political science. Functions of political science. Political life and power relations. The role and place of politics in the life of modern societies. Social functions of politics. History of political doctrines. Russian political tradition: origins, sociocultural foundations, historical dynamics. Modern political science schools.Civil society, its origin and features. Features of formation civil society in Russia.Institutional aspects of politics. Political power. Politic system. Political regimes, political parties, electoral systems. Political relations and processes. Political conflicts and ways to resolve them. Political technologies. Political management. Political modernization. Political organizations and movements. Political elites. Political leadership. Sociocultural aspects of politics. World politics and international relations. Features of the world political process. National and state interests of Russia in the new geopolitical situation.Methodology for understanding political reality. Paradigms of political knowledge. Expert political knowledge; political analytics and forecasting. |
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Jurisprudence State and law. Their role in the life of society. Rule of law and normative legal acts. Basic legal systems of our time. International law as a special system of law. Sources of Russian law. Law and regulations. System of Russian law. Branches of law. Offense and legal liability. The importance of law and order in modern society. Constitutional state. The Constitution of the Russian Federation is the fundamental law of the state. Features of the federal structure of Russia. The system of government bodies in the Russian Federation. The concept of civil legal relations. Individuals and legal entities. Ownership. Obligations in civil law and liability for their violation. Inheritance law. Marriage and family relations. Mutual rights and obligations of spouses, parents and children. Responsibility under family law. Employment agreement (contract). Labor discipline and responsibility for its violation. Administrative offenses and administrative liability. Concept of crime. Criminal liability for committing crimes. Environmental law. Features of legal regulation of future professional activities. Legal basis for the protection of state secrets. Legislative and regulatory acts in the field of information protection and state secrets. |
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Russian language and culture of speech Styles of modern Russian literary language. Language norm, its role in the formation and functioning of a literary language. Speech interaction. Basic units of communication. Oral and written varieties of literary language. Regulatory, communicative, ethical aspects of oral and written speech. Functional styles of modern Russian language. Interaction of functional styles. Scientific style. Specifics of using elements of different language levels in scientific speech. Speech norms for educational and scientific fields of activity. Official business style, the scope of its functioning, genre diversity. Language formulas of official documents. Techniques for unifying the language of official documents. International properties of Russian official business writing. Language and style of administrative documents. Language and style of commercial correspondence. Language and style of instructional and methodological documents. Advertising in business speech. Rules for document preparation. Speech etiquette in a document. Genre differentiation and selection of linguistic means in journalistic style. Features of oral public speech. The speaker and his audience. Main types of arguments. Preparation of a speech: choosing a topic, purpose of speech, searching for material, beginning, development and completion of speech. Basic methods of searching for material and types of auxiliary materials. Verbal presentation of a public speech. Understanding, informativeness and expressiveness of public speech. Colloquial speech in the system of functional varieties of the Russian literary language. Conditions for the functioning of spoken language, the role of extra-linguistic factors. A culture of speech. The main directions for improving competent writing and speaking skills. |
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Sociology Background and socio-philosophical premises of sociology as a science . Sociological project of O. Comte. Classic sociological theories. Modern sociological theories. Russian sociological thought.Society and social institutions. World system and processes of globalization. Social groups and communities. Types of communities. Community and personality. Small groups and teams. Social organization. Social movements. Social inequality, stratification and social mobility. Concept of social status .Social interaction and social relationships. Public opinion as an institution of civil society. Culture as a factor of social change. Interaction of the economy, social relations and culture.Personality as a social type. Social control and deviation. Personality as an active subject. Social changes. Social revolutions and reforms. Social concept progress. Formation of the world system. Russia's place in the world community.Methods of sociological research. |
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Philosophy Subject of philosophy. The place and role of philosophy in culture. The formation of philosophy. Main directions, schools of philosophy and stages of its historical development. The structure of philosophical knowledge. The doctrine of being. Monistic and pluralistic concepts of being, self-organization of being. Concepts of material and ideal. Space, time. Movement and development, dialectics. Determinism and indeterminism. Dynamic and statistical patterns. Scientific, philosophical and religious pictures of the world. Man, society, culture. Human and nature. Society and its structure. Civil society and the state. A person in a system of social connections. Man and the historical process: personality and masses, freedom and necessity. Formational and civilizational concepts of social development. The meaning of human existence. Violence and non-violence. Freedom and responsibility. Morality, justice, law. Moral values. Ideas about the perfect person in different cultures. Aesthetic values and their role in human life. Religious values and freedom of conscience. Consciousness and cognition. Consciousness, self-awareness and personality. Cognition, creativity, practice. Faith and knowledge. Understanding and explanation. Rational and irrational in cognitive activity. The problem of truth. Reality, thinking, logic and language. Scientific and extra-scientific knowledge. Scientific criteria. The structure of scientific knowledge, its methods and forms. The growth of scientific knowledge. Scientific revolutions and changes in types of rationality. Science and technology. The future of humanity. Global problems of our time. Interaction of civilizations and future scenarios. |
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Economy Introduction to economic theory. Good. Needs, resources. Economic choice. Economic relations. Economic systems. The main stages in the development of economic theory. Methods of economic theory. Microeconomics. Market. Supply and demand. Consumer preferences and marginal utility. Demand factors. Individual and market demand. Income effect and substitution effect. Elasticity. Supply and its factors. Law of Diminishing Marginal Productivity. Effect of scale. Types of costs. Firm. Revenue and profit. The principle of profit maximization. Proposal from a perfectly competitive firm and industry. Efficiency of competitive markets. Market power. Monopoly. Monopolistic competition. Oligopoly. Antimonopoly regulation. Demand for factors of production. Labor market. Labor supply and demand. Wages and employment. Capital market. Interest rate and investment. Land market. Rent. General balance and well-being. Income distribution. Inequality. Externalities and public goods. The role of the state. Macroeconomics. National economy as a whole. Circulation of income and products. GDP and ways to measure it. National income. Disposable personal income. Price indices. Unemployment and its forms. Inflation and its types. Economic cycles. Macroeconomic equilibrium. Aggregate demand and aggregate supply. Stabilization policy. Equilibrium in the commodity market. Consumption and savings. Investments. Government spending and taxes. Multiplier effect. Fiscal policy. Money and its functions. Equilibrium in the money market. Money multiplier. Banking system. Money-credit policy. Economic growth and development. International economic relations. Foreign trade and trade policy. Payment balance. Exchange rate. Features of the transition economy of Russia. Privatization. Forms of ownership. Entrepreneurship. Shadow economy. Labor market. Distribution and income. Transformations in the social sphere. Structural changes in the economy. Formation of an open economy. |
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Disciplines and courses of the student's choice, established by the university |
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General mathematics and natural sciences |
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Mathematics and computer science Axiomatic method, basic mathematical structures, probability and statistics, mathematical models, algorithms and programming languages, standard software for professional activities. |
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Concepts of modern natural science Natural science and humanitarian cultures; scientific method; history of natural science; panorama of modern natural science; development trends; corpuscular and continuum concepts of describing nature; order and disorder in nature; chaos; structural levels of matter organization; micro-, macro- and mega-worlds; space, time; principles of relativity; principles of symmetry; conservation laws; interaction; short-range, long-range; state; principles of superposition, uncertainty, complementarity; dynamic and statistical patterns in nature; laws of conservation of energy in macroscopic processes; principle of increasing entropy; chemical processes, reactivity of substances; internal structure and history of the geological development of the earth; modern concepts of development of geospheric shells; lithosphere as the abiotic basis of life; ecological functions of the lithosphere: resource, geodynamic, geophysical-geochemical; geographic shell of the Earth; features of the biological level of organization of matter; principles of evolution, reproduction and development of living systems; the diversity of living organisms is the basis for the organization and stability of the biosphere; genetics and evolution; human: physiology, health, emotions, creativity; performance; bioethics, man, biosphere and cosmic cycles: noosphere, irreversibility of time, self-organization in living and inanimate nature; principles of universal evolutionism; the path to a unified culture. |
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Technical and audiovisual teaching aids Audiovisual information: nature, sources, converters, media. Audiovisual culture: history, concepts, structure, functioning. Psychophysiological bases of human perception of audiovisual information. Audiovisual technologies: photography and photography; optical projection (static and dynamic), sound recording (analog and digital); television and video recording (analog and digital); computers and multimedia. Audiovisual teaching technologies: typology of audio, video, computer teaching aids; typology of educational videos; bank of audio, video, computer materials; didactic principles of constructing audio, video, computer teaching aids. Interactive learning technologies. |
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National-regional (university) component |
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General professional disciplines |
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Federal component |
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Introduction to psychological and pedagogical activities General characteristics of the psychological and pedagogical profession. Professional activity and personality of a teacher-psychologist. Requirements of the state educational standard for the personality and professional competence of a teacher-psychologist. Preparation, professional and personal formation and development of a teacher-psychologist. |
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Fundamentals of general psychology Subject of psychology. Principles of psychology. Methodology and methods of psychology. The space of psychology and working conditions in it. Stages of development of psychology. Basic psychological theories and their relationships. Activity theory. Activity and psyche. Consciousness and activity. Psyche and brain. Activity and personality. Cognitive activity. Activities and training. Abilities and activities. Communication and activity. The problem of personality in psychology. Theories of personality. Man and culture. The problem of motivation. Personality structure in various psychological theories. Personality typology. The concept of character and temperament. Emotions and feelings. Will and arbitrariness. Cognitive psychology. Cognition and reflection. Mediation in cognitive activity. Sensation and perception. Their properties, theories. Thinking. Theories of thinking. Types of thinking. Mental image. Creative thinking. Thinking and learning. Thinking and speech. Functions and types of speech. Image in perception, thinking and imagination. Creative thinking and imagination. Methods for studying cognitive processes. Memory. Theories of memory. Attention. Theories of attention. Types of attention. Methods for studying attention. |
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General fundamentals of pedagogy Pedagogy as a science, its object. Categorical apparatus of pedagogy: education, upbringing, training, self-education, socialization, pedagogical activity, pedagogical interaction, pedagogical system, educational process. Education as a social phenomenon and pedagogical process. Education as a purposeful process of education and training in the interests of the individual, society and the state. The relationship between pedagogical science and practice. The connection between pedagogy and other sciences. The concept of “methodology of pedagogical science”. Methodological culture of the teacher. Scientific research in pedagogy, its main characteristics. Methods and logic of pedagogical research. |
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Methodology and methods of psychological and pedagogical research General characteristics of methods of psychological and pedagogical research. The relationship between subject and method. Classification of methods. Research and diagnosis. Scientific and practical research. Research capabilities of various methods. Requirements for reliability, validity and sensitivity of the methods used. Methods of presenting data. Methods of statistical data processing. General characteristics of methods of psychological and pedagogical research. Experiment and its types. Characteristics of the experimental procedure and requirements for it. Psychological tests and their types. Technology for creating and adapting test methods. Requirements for the testing procedure. Survey as a method of obtaining sociological and psychological information. Specifics of questionnaires, interviews, conversations and group surveys. Requirements for the survey procedure. Observation and its research capabilities. Measures to improve the accuracy and reliability of observation. Developing observation abilities. Psychosemantic techniques. Projective techniques. Expert assessment method. Method of analyzing performance results. Processing, analysis and interpretation of research results. Drawing up conclusions and practical recommendations based on research data. Organization of experimental and research work in educational institutions. |
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Psychological and pedagogical anthropology Specifics of educational anthropology as a branch of human studies. Anthropological principle of knowledge. Subject, purpose, tasks of psychological and pedagogical anthropology. History of the development of educational anthropology in Russia and abroad. The significance of the scientific heritage of K.D. Ushinsky for the formation of pedagogical anthropology. The humanism of psychological and pedagogical anthropology. The concept of man in humanistic anthropology. Human nature. The child as a subject of pedagogical anthropology. Space and time of human existence. The specifics of human interaction with the space of his existence. Features of human development in the system of concepts of pedagogical and psychological anthropology. The most significant factors separating humans from higher animals. Psychological patterns inherent only to humans. Development as a characteristic of a person. Specifics of human development. Inherited, congenital and acquired characteristics of a person. The difference between the patterns of human development and the patterns of personality development. The nature of human creativity. Age as a category of educational anthropology. Interaction between man and culture. The importance of subculture for human development. |
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Educational systems management The concept of management and pedagogical management. State-public education management system. The main functions of pedagogical management: pedagogical analysis, goal setting, planning, organization, regulation and control. Principles of management of pedagogical systems. School as a pedagogical system and an object of management. Management services. Managerial culture of the leader. Interaction of social institutions in the management of pedagogical systems. Advanced training and certification of school employees. |
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History of education and pedagogical thought History of education and pedagogical thought as a field of scientific knowledge. School work and the emergence of pedagogical thought in the early stages of human development. Education and school in the ancient world. Upbringing and education in the Middle Ages. Education and pedagogical thought in the Renaissance. Education and training in Kievan Rus and the Russian state (before XVIII century). Education and pedagogical thought in Western Europe and the USA XIX century (until the 80s). School and pedagogy in Russia until the 90s. XIX century. Foreign pedagogy and school at the end XIX century. School and pedagogy in Russia at the end XIX and the beginning of the twentieth centuries. (until 1917). Foreign school and pedagogy in the period between the first and second world wars. Development of school and pedagogy in Russia after the October Revolution (1917). Education and pedagogical thought in Russia after the Second World War. Leading trends in the modern development of the global educational process. |
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Basics of career guidance Goals and objectives of career guidance work. Typology of problems in choosing professions. Planning and organization of career guidance work at school. Age-related features of professional self-determination. Principles of organizing and conducting professional selection consultations. Criteria for successful professional activity. Classification of professions. The modern world of professions, trends in its development. Professionography. Psychophysiological bases of abilities. Types of professional plans. Conditions for successful professional self-determination. Stages of professionalization. |
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Age-related anatomy, physiology and hygiene Subject and content of the course. General patterns of growth and development of the body. Anatomy and physiology of the nervous system. Higher nervous activity. Neurophysiological foundations of human behavior. Anatomy, physiology and hygiene of sensory systems. Hygiene of the educational process at school. Hygienic basics of students' daily routine. Anatomy and physiology of endocrine glands. Anatomy, physiology and hygiene of the musculoskeletal system. Hygienic requirements for school equipment. Anatomy and physiology of the digestive organs. Metabolism and energy. Age-related characteristics of blood. Anatomy, physiology and hygiene of the cardiovascular system and respiratory organs. Hygienic requirements for the air environment of educational institutions. Anatomy, physiology and hygiene of the skin of a child. Hygiene of clothing and footwear. Health status of children and adolescents. Hygiene of labor training and productive work of students. Hygienic requirements for the layout of a school building and land plot. |
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Fundamentals of medical knowledge The concept of emergency conditions. Causes and factors causing them. Providing first aid in emergency conditions. Physiological tests to determine health. Use of medications. Characteristics of childhood injuries. Prevention measures. Terminal states. Resuscitation. Fundamentals of microbiology, immunology and epidemiology. Measures to prevent infectious diseases. The “nature-man” system. Health and the factors that determine it. Social and psychological aspects of a healthy lifestyle. Stages of health formation. Psychological and pedagogical aspects of a healthy lifestyle. Concept of stress and distress. The role of the teacher and his place in primary, secondary and tertiary disease prevention. |
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Life safety Theoretical foundations of life safety. Environmental aspects of life safety. Classification of emergency situations. Russian system of warning and action in emergency situations. The world. Hazards that arise in everyday life and safe behavior. Transport and its dangers. Extreme situations in natural and urban conditions. Natural and man-made emergencies and protection of the population from their consequences. Actions of a teacher in case of accidents, catastrophes and natural disasters. Civil defense and its task. Modern means of destruction. Individual protection means. Protective structures for civil defense. Organization of population protection in peacetime and war. Radiation and chemical reconnaissance devices, dosimetric monitoring. Organization of civil defense in educational institutions. Means and methods of protection. |
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Psychological and pedagogical workshop Solving psychological and pedagogical problems, designing various forms of psychological and pedagogical activity and modeling educational and pedagogical situations. Psychological and pedagogical methods of diagnosis, forecasting and design, accumulation of professional experience. Development of the intellectual, creative, diagnostic, communication, motivational and professional potential of the individual. |
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National-regional (university) component |
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Subject training disciplines |
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Federal component |
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Age-related psychology Subject, tasks and methods of developmental psychology. Factors determining the development of developmental psychology as a science. Historical sketch. Development category. Theories of mental development. Sources, driving forces and conditions of mental development. Mechanisms of personality development. Personal self-awareness. Structural links of self-awareness, their genesis. The problem of periodization of mental development. The concept of age. The main structural components of age. The concept of sensitivity, age crisis. The relationship between training, education and development in ontogenesis. Deviations in mental development: mental retardation, mental retardation, giftedness. Personality development in extreme conditions and in conditions of deprivation. The main stages of human mental development. Mental development in infancy. Psychological prerequisites for the transition to early childhood. Mental development in early childhood. Psychological characteristics of preschool age. Psychological characteristics of readiness for school. Psychological characteristics of primary school age. The problem of transition from primary school to adolescence. Psychological characteristics of a teenager. The main problems of adolescence. Psychology of early adolescence. Psychology of mature ages. Psychology of old age. Methods for studying age-related characteristics and developmental problems. Methods of developmental work of a psychologist. |
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Pedagogical psychology Subject and tasks of educational psychology, concepts of the pedagogical process and their psychological foundations. Problems of professional training and personal development of teachers. Motives of teaching activity. Pedagogical abilities. Pedagogical leadership styles. Pedagogical communication. Individual styles of teaching activity. Psychology of the teaching staff. Psychological foundations of the organization of teaching activities. Structure of pedagogical activity. Psychology of pedagogical influence. Techniques and techniques for managing students in the classroom. Basic concepts of educational psychology. Psychological mechanisms of personality formation. Psychological aspects of educational technologies. Basic concepts of learning psychology. Concepts of learning and their psychological foundations. Educational activities. Motives for teaching. Psychological foundations of developmental education. The relationship between training and education. Problems of differentiation and individualization of training. Psychological aspects of computerization of education. |
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Social Psychology Subject and methods of social psychology, main areas of research, brief historical sketch. Theoretical and applied tasks of social psychology, basic paradigms of social psychology. Psychology of communication. Contents, goals and means of communication. Forms, functions, types and levels of communication. Basic patterns of communication. Impact in the process of communication. Conflict, functions, structure and dynamics of conflict. Conflict resolution methods. Small group, basic parameters and sociometric structure of the group. The structure of social power in a small group. Communicative structure of the group. Group compatibility. The problem of group cohesion. The problem of making a group decision, the effectiveness of group activities. Phenomena of intergroup interaction. Mechanisms of group development, the problem of group pressure, conformism. Group development models. Effective ways to manage a small group. Phenomena of large social groups. The problem of group consciousness. Social and psychological aspects of ethnopsychology. Psychology of mass phenomena. Socio-psychological characteristics of personality. Concept of gender role, ideals . The concept of socialization and adaptation. Psychological mechanisms of personality behavior. Contents of the socialization process. Formation and change of social attitudes of the individual. Socio-psychological diagnostics and the problem of predicting human social behavior. |
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Clinical psychology Brain mechanisms of higher mental functions, interhemispheric brain asymmetry and interhemispheric interactions; sensory and gnostic disorders of individual brain systems and basic mental functions and behavior in general; pathopsychological analysis of disorders of the cognitive and emotional-personal spheres; methods for identifying and analyzing typical pathopsychological syndromes in patients with various forms of mental illness; psychosomatics, psychology of abnormal development; the main content of the activities of clinical psychologists. |
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Special pedagogy and special psychology Subject, objectives, principles, categories, basic scientific theories of correctional pedagogy. Norm and deviation in physical, psychological, intellectual and motor development of a person. Primary and secondary defect. Combined disorders, their causes. Prevention, diagnosis, correction of deficiencies in the personal development of children. Deviant (deviant) behavior of children. System of consultative-diagnostic, correctional-pedagogical, rehabilitation work. |
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Ethnology Subject and tasks of ethnology. Brief historical sketch. Basic concepts and concepts. Category of ethnicity and its components. Anthropogenesis and ethnogenesis, ethnolinguistic classification of peoples. Specifics of ethnic groups and relationships. Forms and mechanisms of ethnic communication. Ethnic culture and its components. Ethnic self-awareness, foundations of ethnic identity. Traditional culture. Ethnic components of everyday culture. Features of interethnic communication. Interethnic, interregional and interfaith conflicts. Methods and principles for their solution. |
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Labor psychology Subject of work psychology. Goals and objectives of labor psychology. Man as a subject of labor. Motives for work. Dynamics of performance. Functional states of a person at work, principles and methods of their diagnosis and correction. Psychology of professions. Method of professionography, drawing up professionograms and psychograms. Engineering psychology and ergonomics, their place in labor psychology. Psychology of teacher work. |
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Mathematical foundations of psychology Psychology and mathematics. Mathematical foundations of measurements in psychology. Types of measurement scales, scaling and measurements, construction of multidimensional nominal and ranking scales. Expert assessment and tests. Mathematical foundations of data processing in psychology. Random processes and ensembles. Correlation and factor analyses, assessment of correlation significance and interpretation of factors. |
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History of psychology The role of historical and psychological knowledge in building the image of psychological science. Models and methods of historical and psychological knowledge. Genesis and formation of ideas about mental reality in antiquity and the Middle Ages. Principles of development and structuring of psychological knowledge. New European psychological thought in posing the problem of interaction of mental and physical phenomena. The concept of mental causation. The formation of the natural science paradigm in psychology. Development of a categorical apparatus and methodological principles of psychology. Methodology and practice of psychological experiment. Psychology in an era of open crisis: the problem of self-determination of science. Scientific schools in psychology. The problem of interaction between theoretical and applied research in psychology. Humanistic paradigm in psychology. Modern trends in the development of psychological concepts and schools: the problem of scientific dialogue. Prospects for the development of psychology. |
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Psychodiagnostics A short course on the history of psychodiagnostics. Subject, object and tasks of the history of psychodiagnostics. Psychodiagnostic methods. Basic diagnostic approaches. Classification. Stages of research. Psychological diagnosis. Objects of diagnosis. Diagnostic levels. Psychological prognosis. Diagnostic methodology: concept of technique, concept of test. Functions of methods and tests: isolation and measurement. Psychometric criteria for the scientific nature of psychodiagnostic methods: validity, reliability, discriminativeness, representativeness. Standardized and non-standardized psychodiagnostic techniques. The main stages of processing the results. Test standards. The principle of reference from the norm. Normal distribution curve. The value of the frequency of occurring quantities. The concept of a sign. Feature connections. The concept of indicators. Necessary and sufficient number of signs and indicators. Interpretation of the material. Professional and ethical standards for the work of a psychologist. Planning psychodiagnostic work, drawing up programs, setting specific diagnostic tasks. Principles of professional and ethical standards. |
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Psychological counseling Theoretical foundations of psychoconsulting. Goals and objectives of psychoconsulting. Structural components of psychological counseling. Stages and phases of counseling. Techniques and methods of counseling. Ethics of a practical psychologist. Group and individual forms of work. |
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Psychological and pedagogical correction Theoretical foundations of psychological and pedagogical correction. The essence of the correction process. Goals and objectives of psychological and pedagogical correction. Main directions in psychological and pedagogical correction. Analysis of psychodiagnostic information and drawing up a program of psychological and pedagogical correction. Methods and means of psychological and pedagogical influence. Group and individual forms of work. Basic psychological and pedagogical correctional approaches and technologies. Psychoprophylaxis and its basic principles. |
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Psychotherapy Theoretical foundations of psychotherapy. The essence of the psychotherapeutic process. Medical and psychological models of psychotherapy. Psychological mechanisms of therapeutic effect. Techniques and means of psychotherapeutic influence. The position of the therapist and the client. Group and individual forms of psychotherapy. Basic psychotherapeutic approaches and technologies. |
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Fundamentals of family psychology and family counseling The essence of marriage and family. Sociology of children in the family. Family functions (reproductive, economic, communicative, educational, psychotherapeutic, sexual-erotic, primary social control). Features of the modern family, its structure, dynamics. Family relationships: culture of family relationships, psychological climate, psychology of intimate relationships, prevention of marital conflicts, legal regulation of family relationships. Raising a child in a family: readiness of young parents for the birth of a child, parental attitudes and parenting styles, raising children in different types of families, the impact of family relationship disorders on the mental development of children. Work of a social teacher with a family. |
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Methods of active socio-psychological training The concept of methods of active socio-psychological training. Methods of psychological influence. Social and psychological training of interpersonal communication. Stimulating creativity through active learning methods. Technology and effects of group discussion. Socio-psychological training of sensitivity. Psychological and pedagogical training, its goals, objectives, types. Possibility of using various types of training for the purpose of personal growth. Organization and conduct of business, role-playing, organizational games. |
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Psychological service in education The role of psychological services in education. The formation of psychological services in the education system abroad and in Russia. Psychological service in educational institutions of various types. Concepts of psychological service of an educational institution. Models of activity of a teacher-psychologist, basic principles for determining priorities in his work. Organization and development of various types of activities of a teacher-psychologist. Documentation of psychological services. |
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Conflictology Basic theories of conflicts. Typology of conflicts. History of the development of conflictology, stages of formation. The concept and content of conflict. Types of conflicts. Functions of conflict. Structure of the conflict. Dynamics of conflict. Interaction styles. Conflicts in organizations. Social conflicts. Fundamentals of conflict prevention. Prevention of conflict. Conflict resolution methods. |
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Social pedagogy Social education and socialization of the individual Essence, principles, values, mechanisms and factors of social education. Interaction in social education. Life activity of social education institutions. The family as a subject of pedagogical interaction and the sociocultural environment of child upbringing and development. Providing individual assistance in various educational institutions. |
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Theory and methods of education The essence of education and its place in the holistic structure of the educational process. Driving forces and logic of the educational process. Basic theories of education and personality development. Patterns and principles of education: personification, natural conformity, cultural conformity, humanization, differentiation. National originality of education. System of forms and methods of education. The concept of educational systems. Pedagogical interaction in education. The team as an object and subject of education. Upbringing culture of interethnic communication. Functions and main areas of activity of the class teacher. |
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Learning Theory The essence, driving forces, contradictions and logic of the educational process. Patterns and principles of learning. Analysis of modern didactic concepts. The unity of educational, educational and developmental functions of training. Problems of the integrity of the educational process. Two-way and personal nature of learning. Unity of teaching and learning. Learning as co-creation between teacher and student. The content of education as the foundation of the basic culture of the individual. State educational standard. Basic, variable and additional components of education content. Teaching methods. Modern models of training organization. Typology and diversity of educational institutions. Author's schools. Innovative educational processes. Classification of teaching aids. |
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Specialization disciplines |
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National-regional (university) component |
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Disciplines and courses of students' choice, established by the university |
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Electives |
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Military training |
5. TIMELINES FOR COMPLETING THE BASIC EDUCATIONAL PROGRAM
GRADUATE
theoretical training, including
student research work,
workshops, including laboratory 156 weeks;
examination sessions 27 weeks;
practices 20 weeks;
instructional and methodological camp 1 week;
summer teaching practice 8 weeks;
practice at school 3 weeks;
internship at a pedagogical school 4 weeks;
comprehensive psychological and pedagogical practice 4 weeks;
final state
certification, including preparation and defense
final qualifying work of at least 8 weeks;
vacation (including 8 weeks of postgraduate leave) of at least 38 weeks.
For persons with secondary (complete) general education, the time frame for mastering the basic educational program for training a teacher-psychologist in part-time (evening) and part-time forms of education, as well as in the case of a combination of various forms of education, is increased by the university to one year relative to the standard period established clause 1.2 of this state educational standard. The maximum volume of a student's academic workload is set at 54 hours per week, including all types of his classroom and extracurricular (independent) educational work.The volume of a student's classroom work during full-time study should not exceed an average of 27 hours per week during the period of theoretical study. At the same time, the specified volume does not include mandatory practical classes in physical education and classes in elective disciplines.In case of full-time and part-time (evening) training, the volume of classroom training must be at least 10 hours per week.When studying by correspondence, the student must be provided with the opportunity to study with a teacher for at least 160 hours per year.The total amount of vacation time in the academic year should be 7-10 weeks, including at least two weeks in the winter.6. REQUIREMENTS FOR DEVELOPMENT AND
CONDITIONS OF IMPLEMENTATION OF THE BASICEDUCATIONAL TRAINING PROGRAMS GRADUATE
SPECIALTIES 031000 Pedagogy and psychology Requirements for the development of the basic educational program for training a teacher-psychologist
6.1.1.A higher education institution independently develops and approves the main educational program of the university for the training of a teacher-psychologist on the basis of this state educational standard.
Disciplines of the student's choice are mandatory, and elective disciplines provided for by the curriculum of a higher educational institution are not mandatory for the student to study.
Coursework (projects) are considered as a type of academic work in the discipline and are completed within the hours allocated for its study.
For all disciplines and practices included in the curriculum of a higher educational institution, a final grade must be given (excellent, good, satisfactory, unsatisfactory, pass, fail).
Specializations are parts of the specialty within which they are created, and require the acquisition of more in-depth professional knowledge, skills and abilities in various fields of activity within the profile of this specialty.
The hours allocated to specialization disciplines can be used to deepen subject training.
When implementing the main educational program, a higher education institution has the right:change the amount of hours allocated for mastering educational material for cycles of disciplines within 5%;
form a cycle of humanitarian and socio-economic disciplines, which should include, from the ten basic disciplines given in this state educational standard, the following 4 disciplines as mandatory: “Foreign language” (in the amount of at least 340 hours), “Physical education” (in volume of at least 408 hours), “National History”, “Philosophy”. The remaining basic disciplines can be implemented at the discretion of the university. At the same time, it is possible to combine them into interdisciplinary courses while maintaining the required minimum content. If disciplines are part of general professional or subject training, the hours allocated for their study can be redistributed within the cycle.
Classes in the discipline "Physical Education" in part-time (evening), correspondence forms of education and external studies can
be provided taking into account the wishes of students;teach humanitarian and socio-economic disciplines in the form of original lecture courses and various types of collective and individual practical classes, assignments and seminars according to programs developed at the university itself and taking into account regional, national-ethnic, professional specifics, as well as the research preferences of teachers providing qualified coverage of the subjects of the cycle disciplines;
establish the required depth of teaching of individual sections of disciplines included in the cycles of humanitarian and socio-economic, mathematical and natural science disciplines, in accordance with the profile of the cycle of subject training disciplines;
establish the name of specializations in the specialties of higher professional education, the name of the disciplines of the specializations, their volume and content, as well as the form of control over their mastery by students;
implement the basic educational program for training a teacher-psychologist in a shortened time for students of a higher educational institution who have a secondary vocational education in the relevant profile or a higher vocational education. The reduction in terms is carried out on the basis of the existing knowledge, skills and abilities of students acquired at the previous stage of professional education. In this case, the duration of training must be at least three years.
. Education in a shortened period of time is also allowed for persons whose level of education or abilities are a sufficient basis for this.6.2. Requirements for staffing the educational process
The implementation of the main educational program for training a certified specialist should be ensured by teaching staff who, as a rule, have a basic education corresponding to the profile of the discipline being taught, and who are systematically engaged in scientific and/or scientific-methodological activities; Teachers of special disciplines, as a rule, must have an academic degree and/or experience in the relevant professional field.
Requirements for educational and methodological support of the educational processThe implementation of the main educational program for training a certified specialist should be ensured by each student’s access to library funds and databases, the content corresponding to the full list of disciplines of the main educational program, the availability of teaching aids and recommendations for all disciplines and for all types of classes - workshops, coursework and diploma design, practices, as well as visual aids, multimedia, audio and video materials.
Requirements for material and technical support of the educational processA higher educational institution implementing the main educational program for training a certified specialist must have a material and technical base that meets current sanitary and technical standards and ensures all types of practical, disciplinary and interdisciplinary training and research work for students provided for by the model curriculum.
Requirements for organizing practicesThe practice is carried out in schools, kindergartens, health and educational centers, children's recreation centers, boarding institutions, centers for psychological, pedagogical and medical and social assistance, pedagogical schools, and colleges. All types of practice are aimed at familiarizing students with the most important types and means of practical psychological, pedagogical and social pedagogical activities with children, adolescents and families. As a result of the internship, students should have ideas and knowledge about the main psychological and pedagogical problems that arise in the process of providing professional assistance; have the most important practical skills in various types of psychological and pedagogical work with children, adolescents and families. The practice focuses students on professional and personal development in order to resolve their own internal problems and activate their personal resources, forming a professional position.
7. REQUIREMENTS FOR THE LEVEL OF GRADUATE PREPARATION
SPECIALTIES 031000 Pedagogy and psychology
The graduate must be able to solve problems that correspond to his qualifications specified in clause 1.2 of this state educational standard.
The specialist should know:
the state language of the Russian Federation is Russian;
be fluent in the language in which teaching is conducted.
The specialist has a knowledge system:
about a person as a developing personality, individuality, subject of life;
about educational systems, their formation, development and mechanisms of knowledge transfer.
The specialist knows how to select diagnostic methods that are adequate to psychological and pedagogical tasks and predict the consequences of decisions made.
The specialist must be ready for professional activities in accordance with fundamental and practical training.
Requirements for the final state certification of a specialistGeneral requirements for final state certificationThe final state certification of a teacher-psychologist includes the defense of a final qualifying thesis and a state exam.
The final certification tests are intended to determine the practical and theoretical preparedness of a teacher-psychologist to perform professional tasks established by this state educational standard and to continue education in graduate school in accordance with clause 1.4 of the above-mentioned standard.
Certification tests, which are part of the final state certification of a graduate, must fully comply with the basis of the educational program of higher professional education, which he mastered during his studies.
Requirements for a specialist’s final qualifying (diploma) workThe specialist's thesis must be presented in the form of a manuscript.
Requirements for the volume, content and structure of the thesis are determined by the higher education institution on the basis of the Regulations on the final state certification of graduates of higher educational institutions, approved by the Ministry of Education of Russia, the state educational standard for specialty 031000 Pedagogy and Psychology and the methodological recommendations of educational educational institutions of universities of the Russian Federation on teacher education.
The time allotted for preparing and defending a qualifying work is at least eight weeks.
7.2.3.Requirements for the state exam of educational psychologist
The procedure and program of the state exam in specialty 031000 Pedagogy and psychology are determined by the university on the basis of methodological recommendations and the corresponding sample program developed by the educational educational institutions of universities of the Russian Federation for pedagogical education, the Regulations on the final state certification of graduates of higher educational institutions, approved by the Ministry of Education of Russia, and the state educational standard specialty 031000 Pedagogy and psychology.
COMPILERS:
Educational and methodological association of higher educational institutions of the Russian Federation for teacher education.
The state educational standard for higher professional education was approved at a meeting of the educational and methodological council for general and social pedagogy and psychology on November 24, 1999, protocol No. 6.
Chairman of the UMO Council V.L. Sailors
Deputy Chairman of the UMO Council V.I. Zhog
AGREED:
Department of Educational Programs and
higher and secondary standards
vocational education G.K. Shestakov
Head of the Department of Teacher Education V.E. Inozemtseva
Chief specialist I.N. Chistova
