Experience of Approbation and Target Reference Points of Introduction of the Professional Standard "Pedagogue-Psychologist (Educational psychologist)" in Sverdlovsk Region

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Abstract

The experience of application of the professional standard "Pedagogue-psychologist (educational psychologist)" in the Sverdlovsk region is described. A regional model for the application of the professional standard developed on the basis of the principles of unity of centralization and decentralization, interdepartmental and network interaction developed by the authors is presented. The main forms and methods of work on the application of a professional standard in the region are disclosed; the results of the Sverdlovsk region internship site are described, including mechanisms for identifying personnel shortages and development of personalized trajectories of the professional development of psychology teachers in the region. The following are highlighted as priority areas: the development of regional normative legal acts regulating the professional activity of pedagogue-psychologists, the application of the professional standard of the pedagogue-psychologist in the formation of the personnel policy in the field of education, and the modernization of the system of vocational training and additional vocational education of psychologists.

General Information

Keywords: regional model of introduction of the professional standard of the educational psychologist, the professional standard of the educational psychologist, the personified trajectories of professional development of educational psychologists, the regional system of continuous psychology and pedagogical education.

Journal rubric: Methodology and Technology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2017090306

For citation: Vasyagina N.N., Minyurova S.A., Pestova I.V. Experience of Approbation and Target Reference Points of Introduction of the Professional Standard "Pedagogue-Psychologist (Educational psychologist)" in Sverdlovsk Region [Elektronnyi resurs]. Psychological-Educational Studies, 2017. Vol. 9, no. 3, pp. 48–60. DOI: 10.17759/psyedu.2017090306. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

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

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

Irina V. Pestova, Graduate Student, Ural State Economic University, Director, Center for Psychological, Pedagogical, Medical and Social Assistance “Lado”; Chairman, Sverdlovsk Regional Branch, Federation of Psychologists of Education of Russia, Polevskoy, Russia, ORCID: https://orcid.org/0000-0002-2499-5976, e-mail: petrovalado@mail.ru

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