PROFESSIONAL REFLECTION DYNAMIC DURING THE PROFESSIONALIZATION PROCESS

Anna Troyanskaya

Abstract

In modern multicultural world to achieve the productiveness of professionalization means to take into consideration of subject’s cultural characteristics and implies the use of specific culture advantages. In the article an attempt is made to prove the supposition that in crisis conditions of productive professionalization professional reflection of ethnic subject acquires culture compliance.

Key words: productive professionalization, culture values, culture compliant professional reflection.   

Introduction

The society demands unified requirements of achieving productiveness of professionalization by members of all involved ethnic groups. Professionalization planning and administrating are based on common, averaged rules make it difficult to attain its productiveness for ethnic subjects and restricts the ability of using their specific cultural advantages. Professional education system must integrate a person into culture existence, provide them with methods of solving professional problems under the conditions of fast changing culture environment by application culture ways of acting in profession (Saksonova, 2006, 27). Modern process of inculturation is steady and helps to project the professional culture of ethnic subject.

Working this problem out is not sufficient in modern science. Such ideas are developed by a number of scientists (V.U.Khotinec 2002, 2008, A.V.Karpov 2004, N.M.Lebedeva 2007, O.S.Anisimov 2006, L.P.Saksonova 2006, M.V.Shvidkaya 2006, E.V.Selezneva 2005 at al.). But in most cases the description of relations of the professional and the ethno-cultural in the personal inner world is incomplete, the role of reflection as a culture effects “conductor” has not been revealed.

Methodology

We understand professionalization, according to A.A.Derkach (2000), A.V.Karpov (2004), in a narrow sense, as a process of achieving a compliance with the professional requirements by the subject of activity, a process of development and self-development of the subject. The productiveness of professionalization (K.A.Abulhanova, N.V.Vasina, L.G.Laptev, V.A.Slastenin, 1998) is characterized by the level of professional-personal development, form necessary for work professional important qualities and new psychological formations, knowlege, abilities, skills, professional positions, creative activity as self-development. Professionalization productiveness can be reached in the education process and self-improving activity.  

Productive professionalization is a crisis period of professional growth, it contains the conflict between the established older system of professional problem-solving methods and the new methodology offered. Under the crisis conditions, universal variants of action, contained in culture, appear to be the most reliable, simple, gentle way to settle the contradiction.

In our research an attempt is made to prove the suggestion that under the productive professionalization crisis conditions professional reflection of ethnic subject acquires culture compliance. 

Study

In the research a group of educators took part teachers of different nationalities (Finno-Ugric (Udmurtian) and Russian). The participants were attending the refreshing course, sample quantity is 128 people. To carry out the research of the respondents’ system of values S.H.Schwarz’ Method for study the culture values orientation has been used. To diagnose professional reflection components: reflexiveness, self-evaluation of professional important qualities (PIQ), productive motivation, teacher professional self-consciousness (TPS), satisfaction with work, professional events significance, - the following methods have been used: shorter variant of complex method to study Professional self-development motivation (A.A.Derkach, A.A.Bodalev, L.G.Laptev, L.A.Pavlichenko, N.V.Vasina et al., 2001), that is presented by method to study self-evaluation of PIQ, Logical square (an adapted variant of N.V.Kuzmina Method), Personal motivational profile; Personal reflexiveness level (A.V.Karpov, 2004), Teacher professional self-consciousness (TPS) (A.V.Savchuk, S.K.Gasanov), Life goal analysis (L.D.Stolyarenko). To get statistic data processing it has been used factor analysis of two subgroups’ data separately by principal components method with Varymax rotation in SPSS 11.5 program, dispersive univariate one-way ANOVA and multivariate MANOVA.     

As an outcome of value orientation structure analysis of Udmurt and Russian subgroups respondents’ under the productive professionalization conditions there were found four factors in each subgroup, explained 53% and 52% of dispersion. The two strongest factors in each subgroup are submitted. In the research operational factors titles are offered (see table 1).  

 

Table 1. Factor structure of values of respondents Udmurt and Russian subgroups under the productive professionalization conditions

 

Udmurt

Russian

“Social life regulation” 23%

social order (0,890), social justice (0,886), national safety (0,880), efficiency (0,872), honesty (0,863), independence (0,862), equality (0,849)

“Individual life regulation” 22%

efficiency (0,893), self-respect (0,890), meaning of life (0,878), self-discipline (0,875), wisdom (0,871), independence (0,871), honesty (0,869), privacy (0,857), intelligence (0,856)

“Mildness” 16%

saving face (0,879), modesty (0,819), obligatoriness (0,801), contentment of place in life (0,801), moderateness (0,797), mutual complaisance (0,760)

“Pleasure” 15%

pleasure (0,892), interesting life (0,877), variety of life (0,874), unity with nature (0,840), moderateness (0,836), wealthiness (0,825), freedom (0,750), self-indulgence (0,745)

 

In Udmurt subgroup factors “Social life regulation” and “Mildness” reflect values of conservation, moderateness on the one hand and social order, involving equal abilities of self-realization for all members of society - on the other hand. These values can be named adaptive values of social orientation, which are basic traditional values in Udmurt culture. (Khotinets, 2008)

Value factors marked out in the Russian subgroup are related with culture-specific factors, described in fundamental research of Lebedeva N.M. (Lebedeva, 2007). In the Russian subgroup the strongest factors are “Individual life regulation” and “Pleasure”. Activity is focused on subjects’ inner world, on its’ structuring and categorization. These factors can be named instrumental values of individual orientation.

The factor, associated with regulating trend, is presented in both subgroups. This is contained in culture universal method of contradiction settlement, a response to professionalization crisis condition. In the Russian subgroup regulative activity is directed at individual world, a subject applies to self-organization. In Udmurt subgroup social world is regulated, self-regulating is carried out by social  means. This way of self-organization throws back to heathen value of unity with nature, discover oneself in outer world (Khotinets, 2008, 14). An individual turns into world’s objects, subjects, organizes himself stimulant, thus receiving means to organize the world itself.

To discover the marked out factors of values effects on professional reflection we conducted dispersive analysis of two subgroups data separately. Value factor “Social life regulation” in Udmurt subgroup exerts significant effects on professional reflection components: reflexiveness and productive motivation. (See table 2, picture 1)

 

 

 

Table 2. Effects of value factor “Social life regulation” on reflexiveness and productive motivation in Udmurt subgroup (mean and steady deviation) (univariate one-way ANOVA)

Professional reflection components

Layers of value factor “Social life regulation

Low

High

Reflexiveness

128,25 (7,9)

135,5 (8,2)

Productive motivation

11,8 (4,0)

15,4 (3,7)

Comment: main effects of value factor “Social life regulation” on reflexiveness F(1, 30) = 6,499, p<0,05, productive motivation F(1, 30) = 7,129, p<0,05.

 

 

Picture 1. Effects of value factor “Social life regulation” on professional reflection components: a) reflexiveness, b) productive motivation

à)

á)

The value “Social life regulaton” start up self-organization, that is interpreted as world organizing in Udmurt subgroup. These adaptive social-orientated values are originally based on Udmurt culture heathen canons (Khotinets, 2008, 16). Lively connection with natural environment is basal for East-Finnish people mentality, which describes their attitude to the world (Khotinets, 2008, 16). The value of Regulation is actualized as culture compliant way of self-organization in Udmurt subgroup. An individual turns into world, appropriates its characteristic, organizes himself like that and by this way he organizes the world itself.

In the Russian subgroup an effect of value factor “Individual life regulation” on professional reflection was discovered. (See table 3, 4, picture 2)

 

Table 3. Effects of value factor “Individual life regulation” on professional reflection in Russian subgroup (multivariate MANOVA)

Effect

Multivariate criteria

Value

F

Significance

value factor “Individual life regulation

Pillai’s Trace

Wilks’ Lambda

0,506

0,494

4,267

4,267

0,004

0,004

 

Table 4. Mean and steady deviation of professioanal reflection components

Professional reflection components

Layers of value factor “Individual life regulation

Low

High

Self-evaluation of professional important qualities

60,0 (15,5)

38,6 (14,9)

Reflexiveness

132,8 (7,0)

142,5 (9,8)

Productive motivation

13,4 (3,5)

18,5 (5,0)

Teacher professional self-consciousness

132,4 (7,8)

141,7 (11,7)

Satisfaction with work

3,6 (2,6)

5,4 (1,8)

Comment: main effects of value factor “Individual life regulation” on: self-evaluation of PIQ F(1, 30) = 15,98, p<0,001, reflaxiveness F(1, 30) = 10,47, p<0,01, productive motivation F(1, 30) = 11,10, p<0,01, TPS F(1, 30) = 7,01, p<0,05, satisfaction with work F(1, 30) = 5,20, p<0,05.

 

 

Picture 2. Effect of value factor “Individual life regulation” on professional reflection components: a) self-evaluation of PIQ, b) reflexiveness, c) productive motivation, d) teacher professional self-consciousness, e) satisfaction with work

a)

b)

c)

d)

e)

 

Accepting the value of regulating activity, the inner world reconsidering starts up realizing the following processes in the form of reflection activity. That results in clearer and more adequate self-evaluation of PIQ, distinct recognition own professional characteristics, feeling of belonging to profession. Motivation for change and production strengthens. Attained feeling of clarity and order, more profound penetrating into the essence of own profession raises the feeling of satisfaction with work.    

Conclusion

Thereby, values, implemented in nation culture, have influent effects on professional reflection components. These are adaptive social-orientated values in Finno-Ugric (Udmurt) group, instrumental individual-orientated values in Russian subgroup. Professional reflection realizes in a culture compliant way under the productive professionalization conditions. 


 

References

1. Derkach A.A., Zazikin V.G., Markova A.K. (2000), Psihologiya razvitiya professionala. Moscow.

2. Karpov A.V. (2004) Psihologiya refleksivnih mehanizmov deyatelnosti. Moscow: IP RAS.

3. Khotinets V.U. (2008), Tsennosti yazichestva i udmutrskaya mentalnost. Etnokulturnaya lichnost i konkurentosposobnost. Sbornik statei/ Edition V.U.Khotinets, E.R.Hakimov. Izhevsk: UdSU. P. 7-23.

4. Lebedeva N.M., Tatarko A.N. (2007), Tsennosti culturi i razvitie obshestva. Moscow: SU-HSE.

5. Psihologia i pedagogika. Uchebnoe posobie/ Edition K.A.Abulhanova, N.V.Vasina, L.G.Laptev,V.A.Slastenin (1998), Moscow: Sovershenstvo. P. 136-165, 231-241.

6. Rabochaya kniga prakticheskogo psihologa: posobie dlya spetsialistov, rabotaushih s personalom// Edition A.A.Bodalev, A.A.Derkach, L.G.Laptev (2001), Moscow: Psychotherapy Ins.. P. 95-123.

7. Saksonova L.P. (2006) Kulturosoobraznost – osnova innovatsionnih protsessov v professionalnom obrazovanii. Innovatsii v obrazovanii, 3. P. 12-32.

8. Schwartz S.H. (1992), Universals in the structure and content of values: Theoretical advances and empirical tests in 20 countries. Advances in experimental social psychology/ Ed. M.P.Zanna.. Orlando, FL, Academic. V. 25. P. 1-65.