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Psychological Science and Education
2015. Vol. 20, no. 3, 147–156
https://doi.org/10.17759/pse.2015200315
ISSN: 1814-2052 / 2311-7273 (online)

Development of Students’ Research Position during the Study of «Cultural-Historical Approach in Clinical Psychology and Special Education» Module

 
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Abstract

The article analyzes the possibilities of forming a research position of students studying module on clinical psychology and special education of “cultural-historical theory and activity approach to education” master’s program. Research position is a personal educational result of students training in the research master’s degree. It is regarded as a kind of internal position of the person (the term by L. I. Bozhovich), which correlates motives of research activities and possibilities for its implementation. Performing a design and research tasks on clinical psychology and special education by the students is seen as a means for generating a research position. The article presents that training actions according to V.V. Davydov (analysis, planning, reflection) are satisfy stages of design and research tasks performing by the student and presents various possibilities of using such a task to form a students’ research position.

General Information

Keywords: clinical psychology and special education, module of master’s program, developing education, research position, personal internal position, design and research task, analysis, reflection, planning

Journal rubric: Educational Psychology

OpenAlex citations: 0

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Education and Professional Development

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Number of citations: 0

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

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Education and Professional Development

This cluster of papers explores trends in higher education, focusing on digitalization, pedagogical innovation, professional development, educational technology, sustainability, entrepreneurship, student-centered learning, e-learning, and educational management.

Number of works: 15495  |  Total number of citations: 24995

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Article type: scientific article

DOI: https://doi.org/10.17759/pse.2015200315

Published

For citation: Lubovsky, D.V. (2015). Development of Students’ Research Position during the Study of «Cultural-Historical Approach in Clinical Psychology and Special Education» Module . Psychological Science and Education, 20(3), 147–156. (In Russ.). https://doi.org/10.17759/pse.2015200315

© Lubovsky D.V., 2015

License: CC BY-NC 4.0

References

  1. Bozhovich L.I. Etapy formirovaniya lichnosti v on­togeneze (II) [Stages of formation of the personality in ontogenesis (II)]. In Bozhovich L.I. Lichnost’ i ee formirovanie v detskom vozraste [The personality and her formation at childhood]. Saint-Petersburg: Piter, 2008, pp. 345–357.
  2. Gromyko Yu.V. Teoreticheskoe otnoshenie k deistvitel’nosti v ramkakh proektnoi ustanovki kak tip lichnoi identichnosti [The theoretical attitude toward reality within design attitude as a type of personal identity]. Psikhologicheskaya nauka i obrazovanie [Psychological science and education], 2010, no. 4, pp. 61–67 (In Russ., abstr. in Engl.).
  3. Davydov V.V., Slobodchikov V.I., Tsukerman G.A. Mladshii shkol’nik kak sub”ekt uchebnoi deyatel’nosti [Elementary school child as subject of educational activity]. Voprosy psikhologii [Questions of psycho­logy], 1992, no. 3–4, pp. 14–19.
  4. Ermolaeva M.V., Lubovskii D.V. Osobennosti vnutrennei pozitsii studentov-psikhologov [Features of an internal position of students psychologists]. Voprosy psikhologii [Questions of psychology], 2015, no. 3, pp. 58–65.
  5. Lubovskii D.V. Fenomenologiya i dinamika raz­vitiya vnutrennei pozitsii u sovremennykh mlad­shikh shkol’nikov [Phenomenology and dynamics of development of an internal position in modern elementary school children] [Elektronnyi resurs].
  6. Rubtsov V.V., Guruzhapov V.A., Makarovs­kaya Z.V., Maksimov L.K. Kompetentnostno-deya­tel’nostnyi podkhod k proektirovaniyu i razrabotke novoi modul’noi OPOP issledovatel’skoi magistratu­ry «Kul’turno-istoricheskaya psikhologiya i deya­tel’nostnyi podkhod v obrazovanii»: napravlenie podgotovki – Psikhologo-pedagogicheskoe obrazo­vanie [Competence-based and activity approach to design and development of a new modular educa­tional program of a research magistracy “Cultural and historical psychology and activity approach in education”: direction of preparation – Psychological and pedagogical education]. Psikhologicheskaya nauka i obrazovanie [Psychological science and education], 2014, no. 3, pp.127–142 (In Russ., abstr. in Engl.).
  7. Rubtsov V.V., Panov V.I., Lebedeva V.P. Ot raz­vivayushchego obucheniya k razvivayushchemu obrazovaniyu [From the developing training to the developing education]. Moscow: Institut nauchnoi informatsii i monitoringa RAO, 2010. 272 p.
  8. Dewey J. Unity of Science as a Social Problem. International Encyclopedia of Unified Science I (1). Chicago: University of Chicago Press, 1939, pp. 29–38.

Information About the Authors

Dmitry V. Lubovsky, Candidate of Science (Psychology), associate professor, Professor of the UNESCO Department “Cultural and Historical Psychology of Childhood”, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-7392-4667, e-mail: lubovsky@yandex.ru

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