ABILITY TO DIAGNOSE AS A PROFESSIONAL COMPETENCE OF A PEDAGOGUE-PSYCHOLOGIST IN THE TASKS OF COGNITIVE EFFECTIVENESS OF LEARNING SUPPORT1
Aim. The aim of the work was to find out the level of elaboration of ability to diagnose as a professional competence of a pedagogue-psychologist in the different professional tasks, especially in the tasks of cognitive effectiveness of learning support, to show the necessity of the scientific resea...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN RU |
| Publicado: |
Science and Innovation Center Publishing House
2020
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/635adbc2d7894451a24ee29a7aa98cca |
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| Sumario: | Aim. The aim of the work was to find out the level of elaboration of ability to diagnose as a professional competence of a pedagogue-psychologist in the different professional tasks, especially in the tasks of cognitive effectiveness of learning support, to show the necessity of the scientific reseach in the field, to show the necessity of the pedagogues-psychologists diagnostic competence formation during the university education.
Materials and Methods. A search and analysis of literary sources were conducted on the key words “diagnostic competence”, “diagnostic ability as a competence”, “competence approach”; the standards of higher professional education adopted today in Russia in the field of education “Psycho-pedagogical Education” and “Psychology” for the degrees “Bachelor” and “Master” were analyzed.
Results. Diagnostic ability definitely refers to the basic professional competence of a pedagogue-psychologist. However, there is no precise understanding of the content of this competence and agreement on what a specialist-psychologist working at school should know and be able to do within the diagnostic competence, especially in the sphere of cognitive effectiveness of learning support. The article also discusses: the professional diagnostic competence in the framework of the competence approach in education; lack of elaboration and presentation of diagnostic competences in the standards of higher education; relation of thinking and understanding to the diagnostics; diagnostics for the cognitive effectiveness of learning support.
Conclusions. It is concluded that the effective implementation of the competence approach is impossible without special studies aimed at the study of the content, possibilities and methods of the professional diagnostic competence formation. Consideration of the diagnostic competences in terms of understanding and diagnostic thinking can also help to define more clearly the necessary professional competences, the formation and development of which is the task of modern education. The issue of the formation of diagnostic competence is in the focus of attention of the modern scientists, however, an explicitly effective methodology for the formation of diagnostic abilities has not been presented yet. |
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