Requirements for the Presentation of Implemented Psychological and Pedagogical Practice



One of the tests of the expert round of the federal stage of the All-Russian Contest of professional skills “Teacher-Psychologist of Russia” — during its remote format — was the task “Protection of psychological and pedagogical practice”. The article discusses the requirements of the federal state educational standards of general education and the professional standard “Teacher-psychologist (psychologist in the field of education)”, which should be taken into account when preparing for this competitive test. A description is given of the structural and content elements of psychological and pedagogical programs and projects, the main recommendations for the development within the framework of participation in the Contest. The recommendations presented in the article, first of all, correspond to the criterion for assessing the competitive test "compliance with the requirements of the professional standard “Teacher-psychologist (psychologist in the field of education)” and other regulatory legal documents that regulate the activities of a teacher-psychologist in the field of education, and are also substantiation of the labor function “Psychological, pedagogical and methodological support for the implementation of basic and additional educational programs”.

General Information

Keywords: Contest of Professional Skills “Teacher-Psychologist of Russia”, types of psychological and pedagogical programs, legal framework of a teacher-psychologist, professional standard, Federal State Educational Standard

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article


Received: 25.06.2022


For citation: Draganova O.A., Leonova O.I. Requirements for the Presentation of Implemented Psychological and Pedagogical Practice [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2022. Vol. 19, no. 2, pp. 71–80. DOI: 10.17759/bppe.2022190207. (In Russ., аbstr. in Engl.)


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Information About the Authors

Oksana A. Draganova, PhD in Psychology, Professor, Head of the Department of Psychology and Pedagogy, State Autonomous Institution of Additional Professional Education, Chairman of the Lipetsk Regional Branch of the Federation of Educational Psychologists of Russia, Chief Freelance Psychologist-expert in the Education System of the Lipetsk Region Head, Center for the development of family forms of placement, socialization of children left without parental care, and prevention of social orphanhood “Family”, Lipetsk, Russia, ORCID:, e-mail:

Olesya I. Leonova, PhD in Psychology, Head of the Scientific and Methodological Center for Support of Teaching Workers, Moscow State University of Psychology & Education, Executive Director of FPE of Russia, Member of the Presidium of FPE of Russia, Coordinator of the Presidium of FEMA HE "Education and Pedagogical Sciences", Moscow, Russia, ORCID:, e-mail:



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