EIJP ISSN: 2751-000X
VOLUME04 ISSUE12
108
OPTIMIZATION OF PROFESSIONAL ACTIVITIES OF A HIGHER EDUCATION PEDAGOGUE
Tillashayxova Xosiyat Azamatovna
Head of the Department of "General Psychology" at Tashkent State Pedagogical University named after
Nizami, Candidate of Psychological Sciences, Uzbekistan
AB O U T ART I CL E
Key words:
Professional activity, pedagogue,
implementation, optimization, motivation,
competence, specialty.
Received:
12.12.2024
Accepted
: 17.12.2024
Published
: 22.12.2024
Abstract:
The article examines the socio-
economic and sociocultural changes occurring in
the country, which necessitate a transformation in
the philosophy of education and significant
innovations in pedagogical theory and practice. Of
particular importance in this context is adult
education, especially professional training and the
upskilling of personnel.
INTRODUCTION
Currently, the preparation of specialists in any field aims not only to ensure a high level
of professional competence and mobility but also to create favorable conditions for their personal
development. Economic transformations in Uzbekistan impose requirements on the modern education
system, including the training of highly qualified specialists who can quickly adapt to new conditions,
demonstrate professional competence, and compete in the labor market. Market relations are radically
changing the nature and goals of work: its intensity increases, tension grows, and workers are expected
to demonstrate high professionalism, resilience, and responsibility.
At the same time, the establishment of market relations leads not only to the formation of new economic
structures but also to rising unemployment and the need for retraining and reskilling personnel. On the
one hand, not all workers will have consistent paid employment in a single specialty. On the other, the
economic situation demands continuous professional improvement, psychological readiness for
changes in professional activity, and social engagement.
The study of mechanisms that enhance educators' aspirations for professional development and
mastery is an important and significant issue because the professional and pedagogical activity of a
psychologist-educator in an educational institution is primary compared to other types of activities.
Knowledge a
nd understanding of any specialist’s motivational sphere allow for the development of
their professional self-awareness, both at the stage of career choice and during their professional
development. During the professionalization process, changes occur in the motivational sphere of the
psychologist-educator, leading to improved expertise [1].
VOLUME04 ISSUE12
DOI:
https://doi.org/10.55640/eijp-04-12-23
Pages:108-110
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
VOLUME04 ISSUE12
109
In modern psychological and pedagogical practice, the problem of targeted preparation of specialists
for optimal performance is actively developed by domestic and foreign researchers. Their studies and
results serve as a conceptual foundation for optimizing the process of improving the professional
activity of psychologist-educators and advancing towards professional excellence. Their psychological-
acmeological approach facilitates the development of new professional qualities within the
psychologist-
educator’s "self" based on predefined criteria for assessing professionalism and
productivity. The psychological and pedagogical factors that stimulate professional activity have been
studied by researchers such as V.N. Abramov and A.N. Leontiev [2].
The process of optimizing the professional activity of a psychologist-educator in organizing pre-
professional preparation of schoolchildren will be more effective if:
1.
The theoretical and methodological aspects of the research problem define its essential
characteristics and specifics.
2.
A structural-content model and acmeogram of the psychologist-educator are developed, along
with psychological-pedagogical support for schoolchildren's pre-professional preparation.
3.
The criteria-based characteristics are determined, and psychological-pedagogical conditions for
optimizing the professional activity of school psychologists are substantiated.
The experimental base of the research included a municipal educational institution (secondary school
No. 82), the practical psychology service of the Department of Education in Zasviyazhsky District,
Ulyanovsk, and the regional center for youth career guidance and psychological support [3].
The research results can be utilized in comprehensive studies on the professional development of
psychological-pedagogical personnel, refining flexible systems of pre-professional preparation,
fostering interaction between school psychological services and other interested educational
institutions, and enhancing the competence of educators, class teachers, and psychologist-educators in
pre-professional and professional training of schoolchildren.
This research also touches on fundamental problems of organizing psychological-pedagogical activities,
such as goals and motives, content, forms and methods of activity, evaluation of its effectiveness, and
the conditions for optimizing the professional activity of psychologist-educators in the context of pre-
professional preparation of schoolchildren. Besides the epistemological foundations for understanding
pedagogical phenomena, the work highlights general scientific principles for organizing cognitive
activities, interaction with students in the process of professional self-determination, self-knowledge,
self-development, and self-assessment by psychologist-educators, as well as their awareness of the
significance of their professional activity under pre-professional preparation conditions [4].
By determining the scientific development level of the problem and identifying a range of contradictions
that require prompt and effective resolution, the dissertation research formulates the main parameters,
including the object and subject, objectives, and tasks, as well as the hypothesis, while describing the
methodological foundations and research methods and unveiling its scientific novelty, theoretical, and
practical significance.
Based on theoretical and methodological analysis of the problem of optimizing the professional activity
of psychologist-educators in organizing pre-professional preparation of schoolchildren, the study
identifies the essential characteristics, specifics, key directions, and psychological-pedagogical
conditions for improving their professional activity. It defines the main approaches to organizing and
structuring pre-professional preparation of schoolchildren, which include the implementation of core
(basic), orientation (pre-professional), and elective courses as the foundation for choosing a learning
profile in senior school and further professional education.
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
VOLUME04 ISSUE12
110
The study develops an acmeological model for optimizing the professional activity of psychologist-
educators in pre-professional preparation conditions and creates an acmeogram of the psychologist-
educator. This acmeogram serves not only as a descriptive model of professional activity but also as a
structured algorithm that allows for the selection of the most productive psychological-pedagogical
methods, strategies, and tactics for working with students under pre-professional preparation
conditions.
The research also reveals the main directions of psychological-pedagogical support for pre-professional
preparation as a means of optimizing the professional activity of school psychologist-educators. It
identifies the psychological-pedagogical conditions necessary for organizing pre-professional
preparation of schoolchildren and develops a criteria-based characteristic for the optimization process,
enabling quality monitoring within the system of psychologist-educator training. Furthermore, it
substantiates research methods and conditions for enhancing the effectiveness of their professional
activity in organizing pre-professional preparation of schoolchildren.
REFERENCES
1.
Абульханова
-
Славская К. А. Деятельность и психология личности / К. А. Абульханова
-
Славская. М.: Наука, 1980.
-
337 с.
2.
Аверчинкова О. Е. Профессиональная ориентация в предпрофильной подготовке
школьников / О. Е. Аверчинкова // Профильная школа. 2004.
-
№2.
-
С. 44
-48.
3.
Ананьев Б. Г. О проблемах современного человекознания / Б. Г. Ананьев. СПб.: Питер, 2001.
-
263 с.
- ISBN 5-272-00289-
Х.
4.
Бодалёв А. А. Проблемы гуманизации межличностного общения и основные направления их
психологического изучения / А. А. Бодалев // Вопросы психологии 1989.
-
№ 6.
-
С. 71
-81. -
ISSN 0042-8841.
