Future masters of psychology training for professional activity in the conditions of non-formal education
DOI:
https://doi.org/10.32919/uesit.2020.03.05Keywords:
institutional education, non-formal education, future masters of psychology, self-development, competence, interactive technologies, online learningAbstract
The article is devoted to the problem of integration and development of continuing education in Ukraine, reveals the content and priorities of implementation of non-formal education in institutional, as an important component of a professional practice-oriented system of training future masters of psychology. It is established that the introduction of components of non-formal education creates conditions for the development of professional self-awareness of future psychologists: actualization of professional self-knowledge, expansion of positive attitude to oneself as a future psychologist, self-actualization of professional self-improvement. The scientific article analyzes the experience of implementing a scientific and practical online course "Modern practice-oriented technologies in psychology" on the Moodle platform in the process of training masters of psychology. The paper describes a pilot study of the impact of an online course on the process of actualization of professional self-improvement, personal growth and self-realization.
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Commission of the European Communities. (2000). A Memorandum on Lifelong Learning. Retrieved from https://uil.unesco.org/i/doc/lifelong-learning/policies/european-communities-a-memorandum-on-lifelong-learning.pdf. (in English)
Gromova, T. V. (2021). Information Technologies Significance in Higher Education in Context of Its Digitalization. In S. Ashmarina & V. Mantulenko (Eds.), Current Achievements, Challenges and Digital Chances of Knowledge Based Economy. Lecture Notes in Networks and Systems, vol. 133 (pp. 19-26). Switzerland, Cham: Springer. https://doi.org/10.1007/978-3-030-47458-4_3. (in English)
International Standard Classification of Education. ISCED 2011. (2012). Montreal, Quebec, Canada: UNESCO Institute for Statistics. Retrieved from http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf. (in English)
Lytvynova, S., & Melnyk, O. (2016). Professional Development of Teachers Using Cloud Services During Non-formal Education. CEUR Workshop Proceedings, 1614, 648-655. Retrieved from http://ceur-ws.org/Vol-1614/paper_51.pdf. (in English)
Osadchyi, V. V., Valko, N. V., & Kushnir, N. O. (2020). Design of the educational environment for STEM-oriented learning. Information Technologies and Learning Tools, 75(1), 316-330. https://doi.org/10.33407/itlt.v75i1.3213. (in English)
Santos, H., Batista, J., & Marques, R. P. (2019). Digital transformation in higher education: The use of communication technologies by students. Procedia Computer Science, 164, 123-130. https://doi.org/10.1016/j.procs.2019.12.163. (in English)
Varina, H., & Shevchenko, S. (2020). The peculiarities of using the computer complex HC-psychotests in the process of psychodiagnosis of the level of development of future specialists’ mental capacity. E3S Web of Conferences, 166, 10025. https://doi.org/10.1051/e3sconf/202016610025. (in English)
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Copyright (c) 2020 Viacheslav Osadchyi, Hanna Varina
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