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Effect of Self-Assessment of the Professionally Important Qualities on the Individuality of Professional Activity of the Educational Psychologists
Gerasimenko N.A., PhD student, Developmental Psychology Chair, Department of Pre-school Pedagogy and Psychology, Moscow State Pedagogical University, Moscow, Russia
The article discusses the individualization of the professional activity of psychologists in the system of education. The aim of the study was to examine characteristics of the professional self-esteem and its impact on the individuality of the professional activity of practice of an applied psychologist. The author suggests that self-assessment of the professionally important qualities in the early stages of becoming a professional will facilitate the formation of individual activity style. Twenty-four people participated in the pilot study. Participants were specialists from Moscow pre-school educational institutions with working experience ranging from one year to eight years. The professional self-esteem scale developed by the author was used in the study. The scale reflects various aspects of the professionally important qualities of the applied psychologist. The observation was used to study the stylistic characteristics of professional activity of the applied psychologists. The results indicate that half of the participants have average or above average level of training and positive self-assessment of professionally important qualities. The other half of the sample considers the development of their professional qualities as insufficient. In the study we demonstrate that professional self-esteem does not depend on work experience. The self-assessment of the professionally important qualities promotes awareness of the content of the profession and thus affects the formation of individual style of activity.
Keywords: professionally important qualities, professionalism, individual style of activity, the effectiveness of professional activity, self-assessment of PIQ, individuality, professional congruence.
Column: Pedagogical Psychology