Training of Teachers and Teaching Services Specialists for the Design and Implementation of the "School Psychology Master Program

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Abstract

The article presents the experience of organizing the training courses for teachers and teaching services specialists for design and implementation of the basic professional educational pedagogical master program in a psycho-pedagogical training direction (educational psychologist) with enhanced internship for students in a context of networking. The authors submit a modular design of training program. The first module includes methodological bases of the design and implementation of the basic professional educational master program. The second module includes legal coverage of the design and implementation of the basic professional educational master program. The third module consists of design and implementation of the basic professional educational master program in a psycho-pedagogical training direction (educational psychologist). The program involves a variety of active and interactive educational technology, providing the development of professional activities: remote technology, expert seminars, design stations, panels and plenary discussions, business games, round-table discussions.

General Information

Keywords: skill improvement, development on teacher education, psychological and pedagogical education, basic professional educational master program, modular approach, networking

Journal rubric: Methodology and Technology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2015070412

For citation: Maksimova L.A., Minyurova S.A., Vasyagina N.N., Egorova M.A., Gutina G.Y., Emelyanova I.V. Training of Teachers and Teaching Services Specialists for the Design and Implementation of the "School Psychology Master Program [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2015. Vol. 7, no. 4, pp. 128–137. DOI: 10.17759/psyedu.2015070412. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Lyudmila A. Maksimova, PhD in Education, Associate Professor, Director, Head of Chair of General Psychology and Conflict Management, Head of Institute of Psychology, Ural State Pedagogical University, Department of Social Psychology, Conflictology and Management, Ural State Pedagogical University, Ekaterinburg, Russia, e-mail: maximova70@mail.ru

Svetlana A. Minyurova, Doctor of Psychology, professor, Rector, Head of Chair of General Psychology, Institute of Psychology, Ural State Pedagogical University, Ekaterinburg, Russia, e-mail: minyurova@uspu.ru

Nataliya N. Vasyagina, Doctor of Psychology, professor, Head of the Chair of Educational Psychology, Institute of Psychology, Ural State Pedagogical University, Deputy Director, Center for Psychological, Pedagogical, Medical and Social Assistance “Lado” (GBU SO TsPPMSP “Lado”), Ekaterinburg, Russia, ORCID: https://orcid.org/0000-0003-3899-3768, e-mail: vasyagina_n@mail.ru

Marina A. Egorova, PhD in Education, Professor, Department of Pedagogical Psychology n.a. Professor V.A. Guruzhapov, Faculty of Psychology of Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-0716-6858, e-mail: egorovama@mgppu.ru

Galina Y. Gutina, Associate Dean for academic affairs, Department of Educational Psychology, Moscow State University of Psychology & Education, Moscow, Russia, e-mail: gutina1@mail.ru

Irina V. Emelyanova, Senior lecturer, Department of Pedagogical Psychology n.a. Professor V.A. Guruzhapov, Faculty of Psychology of Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3006-1598, e-mail: emerina@mail.ru

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