Previous issue (2019. Vol. 9, no. 3)
Included in Web of Science СС (ESCI)
Professionalism in the work of the Director of the school: features of ordinary representations of groups of principals, teachers and parents 1144
, PhD in Psychology, Dean, Faculty of Legal and Forensic Psychology, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.orgBudykin S.V.
, PhD Student, Department of Clinical and Legal Psychology, Faculty of Legal Psychology, Moscow State University of Psychology and Education, Moscow, Russia, Moscow State University of Psychology and Education, email@example.comAvdeev E.S.
, Ph.D. in Psychology, Assistant Professor, Chair of Clinical and Forensic Psychology, Department of Legal Psychology, Moscow State University of Psychology and Education, Moscow, Russian FederationBovina I.B.
, Doctor of Psychology, Professor, Department of Clinical and Forensic Psychology, Faculty of Legal and Forensic Psychology, Faculty of Legal Psychology, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.org
The purpose of the study was to identify and analyze everyday notions of professionalism in activities of the school Director.
The object of the research – group of adults associated with the educational process. The sample consisted of Directors and Deputy Directors of a number of Moscow schools, teachers, and parents of students. The total sample size was 166 persons (N=55 principals and Vice, N=57 teachers, N=54 parents) at the age from 22 to 68 years. The object of research – features of everyday notions of professionalism in activities of the school Director. We put forward a General assumption that the groups of Directors, parents and teachers will vary the ratio of functional and regulatory elements; in the group of Directors in the idea of professionalism will dominate the functional elements in the group of teachers is expected to identify both the normative and functional elements, the group of parents – mostly normative. The main research method was a survey. For its implementation was drawn up a questionnaire. In accordance with the theory of social representations within which we developed the research, the key methodology was the technique of free Association.
Our hypothesis received partial empirical support. The results are discussed from the point of view of the theory of social representations.
Asadov Yu.M. Sushchnost' i nauchnye opredeleniya fenomena
professionalizma uchitelya [The nature and scientific definition of the
phenomenon of professionalism of the teachers] // Izvestiya Samarskogo
nauchnogo tsentra Rossiiskoi akademii nauk [Proceedings of the Samara
scientific center, Russian Academy of Sciences], 2010, Vol.12., no.3,
Bovina I.B., Dvoryanchikov N.V., Avdeev E.S., Safuanov
F.S., Konopleva I.N. Effective school director in representations of heads of
educational institutions [Elektronnyi resurs]. Psikhologicheskaya nauka i
obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2013.
no. 4 (In Russ., аbstr. in Engl.)
Bysik N.V., Kasprzhak A.G. Direktor sovremennoi rossiiskoi
shkoly: statisticheskii portret, sistema podgotovki, praktiki upravleniya.
Chast' 1 [Director of the contemporary Russian school: a statistical portrait
of the system training management practice. Part 1] // Fakty
obrazovaniya [Education facts], 2016, no.5.17 p.
Klimov E.A. Psikhologiya professionala [Professional
psychology]. Moscow: Publ. «Institut prakticheskoi psikhologii», Voronezh: NPO
«MO-DEK». 1996. 400 p.
Markova A.K. Psikhologiya professionalizma [Psychology of
professionalism]. Moscow: Mezhdunarodnyi gumanitarnyi fond «Znanie». 1996. 312
Slastenin V. A. Professionalizm uchitelya kak yavlenie
pedagogicheskoi kul'tury [Professionalism teacher as a phenomenon of
pedagogical culture] // Pedagogicheskoe obrazovanie i nauka
[Pedagogical science and education] , 2008, no.12, pp.4-15.
Shvedovskaya A.A. Osobennosti realizatsii razlichnykh
strategii vzaimodeistviya v diadakh «rebenok—mat'» [Features of the
implementation of different strategies of interaction in the dyads
“child-mother”] Psikholog v detskom sadu [Psychologist in kindergarten], 2005,
Abric J.-C. Central system, peripheral system: their
functions and roles in the dynamic of social representations // Papers on
Social Representations. 1993. № 2. Р. 75–78.
Abric J.-C. La recherche du noyau central et de la zone
muette des représentations sociales // Méthodes d’étude des représentations
sociales / Sous la dir. J-C. Abric. Ramonville Saint-Agne: Erès, 2003. Р.
Abric J.-C. Pratiques sociales et représen¬tations. Paris:
Presses Universitaires de France, 1994. 425p.
Bonnec Y. Identité régionale, nationale et européenne.
Organisation et statut de la mémoire sociale au sein des représentations
sociales // La mémoire sociale: Identités et Représentations Sociales / Sous la
dir. de S.Laurens, N.Roussiau. Rennes: Presses Universitaires de Rennes, 2002.
Dany L., Apostolidis T., Harabi S. Distance to the object
and social representations: replication and further evidences // Spanish
journal of social psychology. 2014. Vol. 17. P. 1–9.
Dany L., Urdapilleta I., Monaco G. L. Free associations
and social representations: some reflections on rank-frequency and
importance-frequency methods // Quality & Quantity. 2014. Vol. 49. № 2. Р.
Flament С., Rouquette M.-L. Anatomie des idées ordinaires.
Paris: Armand Colin, 2003. 256 p.
Moscovici S. Foreword to C.Herzlich, Health and illness.
London: Academic Press, 1973. Р. ix–xiv.