| Article |
|---|
| Article name |
Modeling the Process of Developing Professional Flexibility of Future Educational Psychologists |
| Authors |
Muzaleva D.A. Senior Lecturer, volskovada@gmail.comShubovich M.M. Doctor of Pedagogical Sciences, Professor, shubmm@mail.ru |
| Bibliographic description |
Muzaleva D. A., Shubovich M. M. Modeling the Process of Developing Professional Flexibility of Future Educational Psychologists // Scholarly Notes of Transbaikal State University. 2025. Vol. 20, no. 3. Р. 97–104. DOI: 10.21209/ 2658-7114-2025-20-3-97-104 |
| Section |
INTEGRATION OF EDUCATION AND UPBRINGING |
| UDK |
378.14 |
| DOI |
10.21209/2658-7114-2025-20-3-97-104 |
| Article type |
Original article |
| Annotation |
In the modern conditions of a dynamically changing educational environment and increasing requirements for psychological and pedagogical support of participants in the educational process, the problem of developing professional flexibility of future educational psychologists is of particular relevance. Professional flexibility is becoming a key factor in the competitiveness of a specialist, determining his or her ability to effectively solve professional problems in non-standard situations. This study is aimed at developing and testing a model for developing professional flexibility of future educational psychologists in the educational environment of a university. The authors present a model that includes target, methodological, content and evaluative-resultative blocks, each of which performs a certain function in the overall structure of the model. The theoretical and methodological basis of the study was formed by competence, system-activity, subject-event and communicative approaches. Each of them corresponded to a pair of principles: contextuality and variability, activity and development, meaning-making and reflection of experience, dialogue and cooperation. In the framework of the study, the authors present a structure of professional flexibility consisting of cognitive, operational-methodical and personal components. For each of the components, a set of indicators was developed. The experimental work was carried out at the Ulyanovsk State Pedagogical University with the participation of students of the psychological and pedagogical direction. The results of the study allowed us to draw a conclusion about the effectiveness of the developed model for the development of professional flexibility of future educational psychologists and pedagogical conditions. In conclusion of the article, the authors recommend testing the model in universities, taking into account the individual psychological characteristics of students in the process of developing professional flexibility.
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| Key words |
professional flexibility, educational psychologist, modeling, pedagogical conditions, cognitive flexibility, personal flexibility, operational and methodological flexibility |
| Article information |
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| References |
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Information about authors
Muzaleva Darya A., Senior Lecturer, Ulyanovsk State University of Education; 432071, Ulyanovsk, Lenin square, house 4/5; volskovada@gmail.com, https://orcid.org/0009-0001-8553-7258
Shubovich Marina M., Doctor of Pedagogical Sciences, Professor, Ulyanovsk State University of Education; 432071, Ulyanovsk, Lenin square, house 4/5; shubmm@mail.ru, https://orcid.org/0000-0002-9347-2351
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| Full article | Modeling the Process of Developing Professional Flexibility of Future Educational Psychologists |
