BASIS OF ACTIVITY OF THE TEACHER-PSYCHOLOGIST
Imanbekov
M.M., Maeva T.B.,Vahabova N.K.
Academician E.A.Buketov Karaganda State
University
The
teacher of primary classes at school lyceum ¹ 101
In the Republics
Kazakhstan's «Law on formation», has
concepts «Formation of new social behaviour of citizens Republic of
Kazakhstan», «Ethnocultural formation in Republic of Kazakhstan» are reflected
requirements development giving possibility new spiritually-cultural values in
educational process, creations of conditions to formation of growth of national
consciousness, improvement of quality of vocational training [1].
The
government program «information of education system of Republic of Kazakhstan»
creates a condition to formation of information culture and
pedagogik-psychological features of the future experts directed on modern
information-communication technologies. In a present education sphere to finish
aspirations to world level Republican formation pedagogik-psychological
preparation of pupils is necessary. If so, at the moment one of the primary
goals before a society is to analyze a problem of education, the education,
corresponding to requirements of time. It follows from this that in countries
and at some city schools activity of the teacher-psychologist is carried out by
subject teachers who did not have not enough quantity of hours or experts of
other sphere. All know that these experts cannot carry out activity of the
teacher-psychologist up to the mark. For this reason at school at formation of
personal, universal values there was a necessity for the teacher-psychologist
which will spend with pupils pedagogic-psychological work, psychological consultation.
And began to open states and special branches[2].
The
pedagogics-psychology speciality carries out the work on the basis of the
letter-instruction of the Republic Kazakhstan's Ministry of Education and
Science about introduction of
speciality of the teacher-psychologist in Educational establishments, leaning
against the confirmed salary from fund of payment, the Republic of Kazakhstan
Law «About formation», and the Republic of Kazakhstan governmental orders.
Activity of the
teacher-psychologist is a professional action, its maintenance to educate
pupils, training, education, psychological consultation and other services.
One of the major
qualities of pedagogikal-psychological action is a self-improvement and
erudition, discipline and the development directed on training, teacher's
actions.
Professional action
demands vocational education, that is studying special education system,
knowledge, skills which are necessary in work. It means that studying
knowledge, we master theoretical and practical pedagogic; we are improved
arming with necessary knowledge for reception of the higher results of actions,
for achievement of the highest level of knowledge.
The person who is
engaged in professional pedagogical activity, name: the tutor, the teacher. If
to think, what big coverage at pedagogical activity, how many people pass
through this activity? Us train and bring up in a family (parents,
grandmothers-grandfathers, nurses, tutors, house teachers), in a kindergarten
(tutors, babysitters), at school (teachers-psychologists, class teachers,
teachers of extended-day groups, teachers of additional education, etc.).
Therefore the growing up person beginning from the childhood and it is an
object of pedagogical actions of many people [3].
Everyone who has a diploma
on a specialty of the teacher-psychologist, should deepen the knowledge in
life, lift the profession, change actions, and sometimes for the various
reasons it is necessary to change a specialty. In this connection he needs to
pass different courses, to be trained at institutes of improvement of
knowledge, to take new and additional knowledge and to begin pedagogical
action, it means that every person is an object of pedagogical action.
Occurrence of
pedagogical activity is connected with his professionalism, development of
knowledge and abilities, literacy and writing formation. The education given
verbally is fixed by writing. And in the history of knowledge concepts of
action has two various the first as a world view's position, the second, was the
basis of various social sciences.
The XX-th century a
position considering action as a source, the basis of occurrence of social
vital forms and cultural values, it was the basis for development of formation
of some social sciences.
Basis of the teacher-psychologist's
activity is in school and is the short list of the services and duties. To
development of pupil's personality at schools
was offered to use of a typological method in practice of
pedagogical-psychological activity because duties, difficulties, problems,
characteristic to student's process, help to understanding descriptions of
methods and rules of their decision.
The
psychology has special value for pedagogic as the knowledge of laws of
development of person, age and specific qualities of children is the
theoretical basis for creation of the most effective methods of formation and
training [4] .
Teachers-psychologists
especially required at schools, boarding schools, kindergartens. Successful
teaching and educational work in educational institutions directly is connected
with professionalism of psychologists. What work would be spent by the teacher
in teaching and educational sphere, the indispensable condition is good to know
private world of the child, in any situations to be able to reckon with him.
Otherwise, business will be failure, won't reach success. Therefore it is
necessary to arm young generation with the scientific bases. The great value
has knowledge of mental features of the child at training.
That
teaching and educational work was carried out in a correct direction is mentioned the
question that the teacher should be acquainted with features the pupil's
character and intellect. These features are reflected for a long time in works
of known teachers of the different countries. Therefore from that can be seen
what even the pedagogical method which was considered correct, in certain cases
yields considerable result is present, and in some cases of result is not
present.
As
behavior of pupils as a part of school different, in work with teachers can be
contradictions and negative attitudes. In due time specified Isaev D.N. the
pupil's mutual relation form, especially the teenager with the teacher one of
the primary factors influencing formation of a psychological portrait,
adaptation at school, to socialization, an establishment of mutual relations
with pupils, to formation of actions [5].
At school
pedagog-psychologyst spent individual works on consultation for creation of
comfortable mutual relations between pupils and teachers [6].
In
psychology-pedagogical activity employees in a consultation direction solve
following specific targets: consultation on training and education of children,
administrations, teachers, tutors, parents, masters of teaching and educational
establishments; carrying out of individual or group consultations concerning
training, developments of children, vital and professional self-determination,
mutual relation with adults and friends, self-education etc.; individual and
group consultation help to participate in faculty meetings, methodical
associations, schools and PTA meetings, promoting to high level of
psychological culture of teachers, parents, masters, art workers; with a view
of acceptance of the correct decision in need instances in connection with
definition of possible changes in destiny of the child (definition in special
teaching and educational establishments, deprivation of the parental rights,
adoption etc.) Consultation as the consultant-expert at decision-making of
features of mental development of the child on demand of the national judge,
guardianship bodies; concerns the self-management organization, participations
as the adviser for planning of teaching and educational action on the basis of
psychology-pedagogical features to result according on age of children
education process.
And
also, teachers-psychologists spend works on perfection and psychological
correction. This direction represents active influence of the
teacher-psychologist on process of personal and individual formation of the
child. Its duty is the direction of pedagogical activity, to give the help to
pedagogical collective at training and education of children, development of
their abilities, the propensities, providing conformity of specifications on
age of each child. In this direction the special place has correction of
changes and infringements in behavior and study, deviations in development of
children. [7].
All know that at
schools, boarding schools, in preschool centers is instability of shots,
especially among teachers-psychologists. Because, first, didn't find the status
of the teacher-psychologist at school structure. Secondly, we don't have the
legaltandard documentation which regulates the teacher-psychologist's actions.
Thirdly, powerlessness of the expert at an estimation of skills, abilities,
knowledge grades criteria of the psychologist. Fourthly, absence of the uniform
requirements shown to toolkits used teacher-psychologists. And also absence an
original technique specially adapted to ethnocultural features of Kazakhstan,
there are not any laboratories, complies to requirements of psychometric.
So, summing up, for
realization of teacher-psychologist's activity at school is necessary broad
education, at first it is necessary to master thoroughly this trade for them,
there should be data on this trade and vocational training. Because, the expert
of the teacher-psychologist, who know specificity of work with people, should
have such qualities as ability to communicate with people, skill at work,
self-control and ability to gain people and to convince of the words,
organizational abilities.
Bibliography
1. Law of Republic of Kazakhstan «About formation» the
order ¹ 319-III from June, 27th, 2007
2. About the Government program of the President of
Republic Kazakhstan about information of system at secondary education of
Republic of Kazakhstan
3. Uspensky Century B., Chernjavsky A.P.introduction
in psihology-pedagogical activity. - Ì, 2003.
4. AbramovaG.S. Prakticheskal psychology. - Ì, 2003.
5. Vygotsky L.S. Psychology of development of person.
- Ì, 2005.
6. I am a Person. - Almata, 2002.
7. Psychology. Human treasury of reason - À, 2006.
8. Bondarevsky E.V.sense and strategy of the self
focused education. - Ì, 2011.