High professionalism - what does this concept mean?

"Reading is an art"

Let's understand such concepts as “professionalism” and “professional”. They contain the answer to the question - who is a professional - a bearer of a high level of knowledge, skills and abilities in a certain professional activity or a person with slightly different characteristics? Let's turn to leading scientists researching this problem. So, E.A. Klimov believes that professionalism is a certain systemic organization of a person’s consciousness and psyche, it is a complex formation consisting of many elements, each of which is interconnected and the manifestation of which together allows a person to perform work at a professional level and be considered a professional.

The scientist identifies the main components of professionalism: . properties of man as an integral entity - the image of the world; professional orientation; attitude towards the world, people, oneself; creation; intelligence; professional skill; performing skills; emotionality; understanding the relationship with other professions; understanding of complex abilities and combining them with personal qualities; idea of ​​one’s place in the professional community; . practically significant features (praxis): motor skills; skills, abilities, actions aimed at the subject area of ​​labor and the area of ​​organization of production; communication skills; abilities, skills aimed at transforming information -

mation; skills, self-regulation skills; . gnosis of a professional - attention, memory, sensation, perception, representation, ability to receive and process information, ability to make professional decisions, understand non-standard situations; . professional awareness, experience and culture: orientation in different scientific fields; specific professional knowledge (about the goals of one’s activities and one’s life, means of work, conditions for professional development and achieving success); . features of the strength of experiences, the speed of their change; . understanding the issues of one’s age and gender in connection with the requirements of the profession; understanding the role of physical qualities, appearance, health, contraindications to work in a given professional field.

N.V. Kuzmina uses the concept of “professionalism” in two meanings: as “professionalism of activity” and as “professionalism of the individual.” Professionalism of activity is a qualitative characteristic of the subject of activity, as a representative of a given profession, which is determined by the extent of his mastery of modern means of solving professional problems, productive ways its implementation. Professionalism pedagogical activity a teacher is defined as mastery of the art of forming in students a readiness to productively solve problems using the means of their subject (specialty) in the time allotted for the educational process. Personal professionalism is a qualitative characteristic of a subject of labor, reflecting high level development of professionally important and personal-business qualities, acmeological components of professionalism, high level of creativity, adequate level of aspirations, motivational sphere and value orientations aimed at progressive development. N.V. Kuzmina, depending on the results of the teacher’s activities, identifies the following levels of professionalism: reproductive, adaptive, locally modeling, systemically modeling knowledge, systemically modeling creativity.

To the basic pedagogical skills of N.V. Kuzmina includes: gnostic, design, constructive, communicative, organizational. A.K. Markov uses the concept of “professionalism” in two meanings: “normative professionalism” and “real professionalism”. In the first meaning, we are talking about the totality of personal characteristics that a person must have in order to perform a certain work activity at a professional level. These are requirements that an employer can present to a potential employee. Real professionalism, as a set of formed psychological qualities, a person acquires in activity after some time. In this case, professionalism becomes its internal characteristic. A.K. Markova identifies two aspects of professionalism: the state of the motivational sphere of a person’s professional activity (what motives motivate a person, what meaning professional activity has in his life, what goals he personally strives to achieve, how satisfied he is with work, etc.) and the state of the operational sphere of professional activity person (how he achieves his goals, what technologies he uses, what means - knowledge, mental operations, abilities he uses).

The key point in the motivational sphere for achieving a high level of professionalism, from the point of view of A.K. Markova, there should be a spiritual content of the profession: the focus of one’s professional activities for the benefit of people; desire to remain in one's profession; the desire for humanistic ideals, motivation to achieve higher levels in work, achieving success with optimal preservation of one’s own resources. The key point in the operational sphere is the “technological” provision of the spiritual content of the profession: developed professional consciousness, a holistic vision of the image of a successful professional; bringing oneself into line with the requirements of the profession; actual performance of professional activities at the level of high examples and standards, mastery of skills; a person’s development of himself through the means of his profession; making your creative contribution to the profession; attracting public interest to the results of your work. A.K. Markova notes that mastering new technologies is not yet professionalism; “in the pursuit of new technologies, we are faced with the fact that there is “technique”, but there is no spirituality (holiness) in work.”

L.M. Mitina, exploring the problem of a person’s professional development, notes that it is the spiritual principle, spirituality that should determine the level of his professional development. The scientist presents two models of teacher work: a model of adaptive behavior and a model of professional development. In the first model, the teacher’s adaptation to external circumstances is observed, as well as the subordination of the environment (parents, students) to their interests in the form of fulfilling social requirements, expectations, and norms. In this model, a person tries to “fit into” the work process, guided by the postulate of saving time and effort.

Professional problems are solved on the basis of proven algorithms, which are converted into stamps and templates. L.M. Mitina emphasizes that the model of adaptive behavior is the most common among domestic specialists in various fields of activity (80-82%). Representatives of this model quickly experience burnout and “exhaustion”, and become unresponsive to anything new in their work life. In the professional development model, a person can move beyond his or her activities and see their work as a whole. The teacher in this model is the designer of his activities based on the developed value guidelines.

The difficulties that a person encounters in the process of work are perceived as professional lessons and an opportunity to move forward by solving complex problems. The teacher lives in a creative search and feels, on the one hand, freedom in activity, and on the other, responsibility for making decisions. In developed by L.M. Mitina’s psychological technology for the professional development of a future specialist, the emphasis is not on teaching new patterns of activity, but on “transforming the motivational, intellectual, affective and - ultimately - behavioral structures of his personality. In essence, it is a technology for optimizing the process of forming a person’s spirituality.” From the point of view of S.A. Druzhilov, a professional is a person who is an individual, a person and a subject of activity, therefore professionalism should be considered as a systemic education in three planes: as a property, as a process and as a state of a professional person.

As a property, professionalism makes it possible to create conditions worthy of human life, to be confident in tomorrow, since professionals are competitive in the labor market and will have more favorable conditions for professional growth and self-improvement. As a process, professionalism is formed over a long period, in each professional field and for each person this period of time is individual.

Professionalism as a human state can be internal and external. Internal professionalism is a comfortable or uncomfortable sensation recorded by the consciousness of the subject in the subsystems of the body or the whole organism. External professionalism is the degree of well-being that can be observed by external signs. S.A. Druzhilov defines the professionalism of a teacher as a special ability of a specialist to systematically, effectively and reliably perform complex activities in a wide variety of conditions. Scientific professionalism does not equate with the characteristics of highly qualified labor; this, in his opinion, is a person’s special worldview.

To acquire professionalism, a person must have the desire, character, abilities and aspiration for self-improvement. Noteworthy is the study of A.R. Fonarev, who identifies three modes of human existence, according to which the formation of a professional occurs: possession, social achievements and service. The mode of possession is a person’s desire for convenience, minimizing effort in all spheres of life. The basic attitude of a person is aimed at satisfying his needs. There are no moral barriers for a person; he uses others to achieve his goals, which makes professionalism impossible. The mode of social achievement consists in comparing oneself with others, in competition, self-affirmation at the expense of others, and moving away from one’s essence. The mode of service is characterized by love for people and the desire to direct one’s professional activities for the benefit of others. A person develops a feeling of colossal power; by giving himself to others, he releases enormous energy, which increases his ability to work and contributes to the development of professionalism.

The author notes that the modes he identifies are not isolated from each other, each of them takes place in the life of any person, however, one of them is the main one, and the others are a means of realizing the attitude towards life. A.R. Fonarev believes that these modes, in turn, are stages in the formation of a professional, by which the scientist understands a person who has realized his life purpose, is the subject of his work and masters the activity as a whole, the results of his work exceed the result inherent in the goal, and is aware of his responsibility for the consequences of the implementation of the activity and having the freedom to create the means for its implementation. Close to the position of A.R. Fonarev’s ideas of the priest G. Egorov, who deepens the thought regarding the implementation of professional activities in different modes. As G. Egorov emphasizes, professional activity in the mode of ownership leads to professional destruction and stagnation, that is, to professional degradation of the individual.

In this mode, a person’s professional development is limited by the boundaries of the existing given, by the opportunities that the field of professional activity provides. Value guidelines are also limited by the chosen mode. G. Egorov sees the development of a person as a professional and as a person in the mode of service, which stimulates the formation of higher life meanings, makes a person capable of openness, encourages self-development, self-improvement, and enrichment as an individual, both himself and another person. In this mode, a person sees the value of the Other, for the sake of which professional activity is carried out. A professional strives to create unique conditions for the Other, since the goal of his activity is not limited to just professional results, but is focused on serving another person.

G. Egorov gives the following definition of a professional: “A professional is the subject of his own professional activity, which manifests itself externally as creativity associated with going beyond the professional field, and internally as creative self-transformation, self-creation associated with going beyond one’s own existing reality, carried out on a single moral, value-motivational basis in the mode of service.” O.G. Krasnoshlykova considers a teacher’s professionalism as a systemic integral characteristic of a person, which includes the following interrelated components: pedagogical competence, pedagogical skill, professionally significant qualities, individual image, which together create the teacher’s unique personality and ensure the effectiveness and optimality of his professional activities. G.V. Sorokoumova clearly distinguishes between the concepts of “specialist” and “professional”.

If a specialist is a person who has a certain level of competence in accordance with the regulatory requirements of the profession, then a professional is a competent person performing his professional responsibilities on a spiritual and moral basis. The competence of a professional is inspired by love for his work, people, responsibility and true freedom. “The core of professionalism is personality, and its leading professionally important quality is intelligence. But the generating support of professionalism is the spirituality and morality of a person.” Thus, a professional is a bearer of not only professional knowledge and methods of activity, but also a bearer of professional and moral values, a person who has a high level of responsibility for decisions made capable of self-development, self-improvement, striving for the spiritual fulfillment of the profession, for its development and ready to serve other people.

I. V. Chebotareva, S. V. Korotkova

Let's highlight the levels professionalism and present them (from lowest to highest).

1. Pre-professionalism. Here a person carries out some work and types of labor without possessing the above-mentioned qualities of a professional. In other words, a person works, but as a beginner, an amateur, having not yet mastered the norms and rules of the profession, much less achieving high and creative results in his work. Every person usually goes through this stage in their working life, but some (passive, unhealthy) people can stay here for a long time,

2. Professionalism. This level covers most of the lives of people belonging to the active part of the population. Here a person consistently masters the qualities of a professional. Thus, a person learns the norms and rules of the profession and first performs work according to the model, according to instructions in the course of executive work, then acquires a specialty, qualifications and carries out skilled work.

3. Super professionalism(highest professionalism). This level characterizes professional activity in its heyday (“acme”), in its high achievements and creative successes. Here a person turns from a subject of labor and a professional into a creator, innovator, super-professional, into a highly qualified professional. 4. Unprofessionalism (pseudo-professionalism). This level does not coincide with pre-professionalism, when a person lacks the necessary professional knowledge and skills.

5. Post-professionalism. All people who live to see pass through this level. retirement age, and everyone experiences it with varying degrees of dignity. At this level, a person may turn out to be simply a “professional in the past” (ex-professional), or he may remain a welcome consultant, advisor, mentor, expert, generously and at the same time unobtrusively sharing his professional experience, experience of achievements and mistakes, failures in order to help the young generation to avoid these mistakes. The transition from one level of professionalism to another and movement within levels occurs for most people as a sequential mastery of stages. Below we outline the stages and steps we have conventionally identified on the path to professionalism. Let us emphasize that these stages and steps of different levels can be observed in a person simultaneously and in parallel with each other.

Within the level of professionalism, we distinguish the following stages:

– the stage of a person’s adaptation to the profession, the initial assimilation by a person of norms, mentalities, necessary techniques, technician, technology profession; this stage can end quickly within the first 1-2 years of starting work, or it can last for years and be painful;

– stage of self-actualization of a person in the profession; a person’s awareness of his capabilities to fulfill professional standards, the beginning of self-development through the means of the profession, a person’s awareness of his individual capabilities for performing professional activities, conscious strengthening of his positive qualities, smoothing out negative ones, strengthening of individual style, maximum self-realization of his capabilities in professional activities;

– the stage of a person’s fluency in a profession, manifested in the form of mastery, harmonization of a person with the profession; here the assimilation of high standards takes place, the reproduction at a good level of previously created methodological recommendations, developments, and instructions.

Within the level of superprofessionalism, we highlight the following stages:

– the stage of free mastery of a profession in the form of creativity: a specialist enriches the experience of his profession through personal creative contribution, introducing copyright discoveries, improvements, reaching peaks (“acme”) in professional activity, creative transformation of the professional environment or designing a new professional environment, sometimes creation of a new profession by a person;

– the stage of fluency in several professions and transition techniques, switching from one to another;

– the stage of creative self-design of oneself as a professional personality, that is, the formation by a person of previously absent psychological and professional qualities.

Psychological levels, stages and steps on the path to professionalism

Psychological levels, stages and steps on the path to professionalism:

Stages of personality professionalization. Based on the completeness of professional experience and the characteristics of its use, the following stages of professionalization of an individual are distinguished in the cycle of a person mastering one profession (Klimov).

Optant– a person choosing a profession, career; this is a potential subject of labor. Typical problems of this stage: decision-making in a situation of uncertainty, choosing not only a profession, a vocational educational institution, but also a lifestyle associated with a future profession.

Adept– a person studying in a vocational educational institution, mastering the basics of professional knowledge and skills, and also assigning a system of professional values ​​characteristic of a community of professionals.

Adaptant– a person who is at the beginning of independent professional activity and must adapt to the work collective and organizational culture of the institution (social adaptation), to the complexities of professional tasks and situations (professional adaptation), to his professional role, its inclusion in the system of personal meanings, needs and motives, which may require changes in oneself, one’s value system, and the image of “I” (personal adaptation).

Internal– a person who has mastered professional tasks of an average level of complexity. This period may last quite a long time and not progress to the master stage, since not all people are inclined to perform daily complex tasks. Psychologists can help optimize the functional state of a subject of labor at a given stage of development. During this period, contradictions, conflicts, and developmental crises may appear, which psychologists can help overcome.

Master– a person who has mastered the heights of professional skill and is able to perform the most complex professional tasks. At this stage, problems of professional development are relevant, caused by crises, contradictions, and manifestations of professional maladjustment are possible.

Mentor- a person who masters the pinnacle of mastery, has the need to pass on his experience to other people, and actually plays the role of a teacher, instructor in relation to new employees. If a person has worked all his life in one profession and this stage coincides with the period of late maturity (after 50 years), problems caused by a decrease in professional capabilities and psychophysiological functions characteristic of this age are typical.

20. The concept of professionalism in psychology. Levels of professionalism.

Professions are historically emerged forms of activity, necessary for society, for which a person must have the amount of knowledge, have the appropriate abilities and professionally important qualities.

A profession (from the point of view of a specific person) is an activity through which a given person participates in the life of society and which serves as his main source of material livelihood and a means of personal self-realization.

A specialty is one of the types of professional activity within a profession, but aimed at achieving more specific, intermediate results (research engineer, teaching engineer, construction engineer)

Professionalism - internal characteristic a person who has the necessary normative set of mental qualities that allows her to carry out activities at a high level and achieve significant professional results.

Competence is the knowledge, skills and experience of a leader in a particular area of ​​life.

Levels of Professionalism

Pre-professional

A person works like a beginner, having not yet mastered the norms and rules of the profession. activities without reaching high. and creative results in work.

Professional

Person learned the norms and rules of the prof. D., consciously chooses his goals in work, turning work into free labor, turning from an activist, a specialist into a subject of labor, into a professional.

1st stage of adaptation of people. to the profession - the primary assimilation of norms, mentalities, necessary techniques and techniques, technology of the profession.

Stage 2 of self-actualization in the profession - awareness of one’s capabilities, the beginning of self-development in the middle profession, maximum. self-realization in D

Stage 3 of fluency in a profession, in the form of mastery, harmonization of a person with a profession, assimilation of high standards, reproduction at a high level. ur-not previously created developments, techniques.

Super professional

Flourishing, high achievements and creative success. A person turns into a creator, innovator, super-professional, all-round professional, and creative enrichment of the profession with his personal contribution is manifested.

Stage 1 of fluency in a profession in the form of creativity, the specialist’s enrichment of the experience of his profession through personal creative contribution, the author’s contribution to D., reaching the top (acme).

Stage 2: fluency in several professions and transition techniques, switching from one to another

Stage 3 of creative self-design as a professional personality, i.e. formation of previously absent mental health. and prof. qualities, self-construction, self-creation, reaching peaks in the development of one’s personality.

Post-pro

Due to retirement age, a person can become an ex-professional, consultant, mentor, expert, generously and unobtrusively sharing his professional knowledge. experience, experience of achievements and mistakes

A professional is a specialist who has mastered high levels of prof. activity, consciously changing and developing oneself in the course of labor, introducing one’s own personal creative contribution to prof. activity that has found its individual purpose, stimulates society’s interest in the results of its work and increases the prestige of its profession in society.

Parties and criteria of professionalism

In the analysis of Prof. aspects of human life, it is necessary to overcome technological and technocratic myths, when professionalism is seen as mastering, first of all, new technologies, means, etc. “know-how”, and when the motives of a person’s behavior remain in the shadows. In fact, when considering and assessing the professionalism of people. great importance has what motivates a person in the profession, what value orientations he comes from, why he is engaged in this business, what his internal. invests resources voluntarily and out of inner motivation into his work. In the pursuit of new technologies, we sometimes come across the fact that there is “technology”, but there is no spirituality (holiness) in work.

AREAS OF PROFESSIONALISM

Motivational sphere of prof. D (what motives motivate a person, what meaning does Prof. D have in his life, what goals does he personally strive to achieve, how satisfied is he with his work, etc.)

Operational area Prof. human activity (how, by what methods he achieves his goals, what technologies he uses, what means - knowledge, mental operations, abilities - he uses).

21. The concept of professionally important qualities (PVK).

An important concept in labor psychology is the psychogram, understood as the identification and description of the human qualities necessary for the successful performance of a given work activity. These qualities are called professionally important qualities - PVC.

The formation of a subsystem of professionally important qualities (PVK) is based on the following premises: 1) a person already has certain qualities, and when mastering professions, they are restructured in accordance with the characteristics of this professional activity; 2) the general logic of such a restructuring of Activities: a) reconfiguration of qualities in accordance with professional activities; b) the emergence and development of new qualities and abilities; c) the formation of individual activities, which, as it were, “crowns” the development of a professional.

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The self-movement of an individual to the heights of professionalism includes, according to E. F. Zeer, five stages:

– “option” (Latin optatio – desire, choice) – the formation of personal intentions, a conscious choice of profession, taking into account individual psychological characteristics;

– “professional training” – the formation of a professional orientation and a system of professional knowledge, skills and abilities, the acquisition of experience in theoretical and practical solutions to professional situations and problems;

– “professional adaptation” – entry into a profession, mastering a new social role, professional self-determination, formation of personal and professional qualities, experience of independent performance of professional activities;

– “professionalization” – formation of a professional position, integration of personal and professionally important qualities and skills into relatively stable professionally significant formations, qualified performance of professional activities;

– “professional mastery” – full realization, self-realization of the individual in professional activity (creative principle, method) based on mobile integral psychological formations.

A.K. Markova highlighted 5 levels professionalism:

1. Pre-professionalism. At this level, a person performs some work activities without being a professional. In other words, this is how a beginner works, who has not yet mastered labor skills and does not know the norms and rules of the profession. All people usually pass through this level in the course of their working activity, but some (passive, unhealthy) can remain at it for many years.

2. Professionalism. A person spends most of his life at this level and acquires professional qualities. Thus, he learns the norms and rules of the profession, performing the role of a performer and working according to instructions, then, having mastered the specialty and qualifications, he carries out qualified activities. Further, as the motivational sphere develops, a person begins to be more conscious of his work. Having mastered professional standards, he increases the effectiveness of his work, recognizes himself as a professional, asserts himself as a specialist and strives to improve his qualifications. It is clear that such a complex metamorphosis occurs over a long period of time, and in different ways for all people.

3. Super professionalism. At this level, professional activity reaches its peak. It is characterized by the highest achievements and significant creative success. A person becomes a creator and, as it were, goes “beyond the boundaries of the profession,” enriching it with his personal contribution.

4. Unprofessionalism (pseudo-professionalism). At the same time, in contrast to pre-professionalism, when the employee simply does not yet have required skills and knowledge, one gets the impression of outwardly quite active work activity, but the person either performs ineffective work that does not meet the standards and requirements, or uses his actions to cover up a lack of professionalism.

5. Post-professionalism. All people of retirement age reach this level and experience it to varying degrees. A person can either turn out to be simply a “professional in the past”, or become a desired consultant, advisor, mentor, expert, discover new facets of professionalism, help other people and enrich them spiritually.

Professionalism as a high standard of professional activity is expressed, first of all, in the stability and effectiveness of activities and is associated with an individual style of activity.

Professionalism as one of the leading components of work in the social sphere is based and formed on the basis of personal and professional qualities, value orientations and interests of a social worker. The development of these qualities and formations, entry into the real model of professional activity is facilitated by solving the following tasks:

– development of personal interest in the chosen profession;

– formation of initial ideas about the basics of professional work;

– formation of a professional and motivational attitude for future activities;

– formation of professional and personal “I-concept”.

Thus, professionalization is the most important stage of a person’s life, associated with the decision of professional self-determination and professional adaptation. To decide on his future profession, a young man needs to form a vector of professional goals, that is, answer the following questions:

– what he wants in his profession;

– what he must do in his professional activity to achieve success;

– what can (should) he do to realize his own personal qualities and interests?

The task of professional development can be solved only through the implementation of “personally-oriented pedagogy of the educational process” (N. A. Rybakova). Per employee social sphere is entrusted with a special mission, which he can fulfill only if special personal qualities. The wealth of his personality acquires social significance and becomes a condition for the development of both industrial and social relations.

By teaching people to solve their problems independently, a social worker thereby raises social consciousness to a new level; he uses his professional and personal capabilities to influence the growth of self-awareness of a particular individual, community, nation, society and humanity. Only a personally mature person, internally and professionally prepared to solve the social problems facing him, is capable of fulfilling this mission.

Personal maturity is manifested in the ability to connect and relate one’s individual characteristics, status and age opportunities, one’s own claims with the demands of society and others. Personal maturity presupposes social maturity, when the ability to adapt to different situations and types of communication has already been developed. Therefore, in the process of forming the personality of a social worker, which includes the entire spectrum of social influences, as well as the self-formation of a person, professional education plays such an important role.

IN in a broad sense professional education is a function of labor and public life; in a narrow sense, it is a function of an educational institution that specifically creates conditions for solving the problem of training highly qualified specialists - social workers, humanistically oriented, capable of carrying out their activities in a constantly changing world and in non-standard situations.

The training of such specialists must meet the following specific requirements:

– creating conditions for the free, natural realization of the mind and feelings of students in social work as the basis for mastering the principles of humanism and ways of demonstrating philanthropy;

– strengthening the creative direction of the learning process and, as a consequence, the personality of each student;

– preparing students to enter the system of professional activity “person - person” and successfully adapt to it;

– creating conditions for teaching methods of self-regulation, self-management, self-organization;

– creating conditions for encouraging the uniqueness and originality of the personality of the future social worker as the basis for the free manifestation of an individual work style - the development of mastery;

– creating conditions for the formation of a positive “I-concept” of the personality of each student and a positive image of the professional future as the basis for self-realization;

– organization of an educational process in which the study group becomes a condition for the formation and development of the properties of the soul, an experimental laboratory for the development of communication skills, interaction, mutual understanding, and effective communication.

The initial stage of professional education of social workers includes career guidance, which culminates in the fact of professional choice, when there is a conscious choice of activity in the “person-person” system, the specificity of which lies in the focus on helping people and society in their efforts to become free people in free society. Further in professional education follow such stages as preparation for the conscious implementation of the intended goal, mastery of a profession, the beginning of independent work, continuous training and mentoring.

The educational function of the educational institution itself is to create conditions under which the educational process (including upbringing, training, development) turns into a process of self-learning, self-education, self-development. The goals and motives of professional self-education of a social worker are determined by the specific historical situation and the desire to take an active life position in society. Educational, social, and labor activities within the framework of the vocational education process must be organized so that the student understands social significance future activity, the demands it places on him, he could evaluate his capabilities, his advantages and disadvantages. Under these conditions, a person begins to realize the need to work on himself.

Professional education must be considered as a holistic process that ensures the introduction of social work students to professional work as a subject of this activity. This determines the personality-oriented orientation of professional training and education, namely:

– the professional development of a future social worker equally affects both the external and internal world of the individual, and professional education acts as a means of ensuring this unity;

– the main problem of a student working in the social sphere in the light of professional education is professional self-determination, which implies finding one’s ecological niche in professional activity through self-knowledge, awareness of one’s needs, defining goals, life meanings, acquiring professional and social status, developing a philosophical and worldview position and life strategy;

– the task of reviving Russia, recognizing the priority universal human values and orientation towards one’s own cultural traditions necessitate the search for fundamentally new approaches to the design of vocational education systems and training courses within these systems;

– the educational process should be built on the basis of the consistency of traditions and innovations, the use of active forms of learning, which involve both the use of problem-based methods and modular-role control, and the individualization of learning, the development of flexible theoretical and methodological schemes (technologies) of the educational process;

– practical mastery of the professions “social work”, “secretary assistant”, “manager”, “specialist in social and cultural work”, “personnel manager”, “tour guide”, “marketer” begins in a training group where communication becomes a factor personal development, thanks to which the “limitedness of individual existence” is overcome (B.F. Lomov).

The principles of professional education include the following:

1. The principle of creative self-development of the individual:

– a combination of logical and heuristic, rational and emotional;

– implementation of one’s self-development through continuous self-improvement;

- spreading own experience and knowledge.

2. The principle of self-awareness:

– orientation towards reflective thinking;

– awareness of your strengths and weaknesses;

– relying on your strengths, recognizing the weaknesses of your character and working on them;

– the use of tests, self-control, contracts with oneself, introspection, introspection;

– analysis of the reasons for your successes and failures.

3. The principle of priority of practice:

– recognition of the need to study theory with the awareness that the criterion of truth is practice;

– practical implementation of your ideas;

– study of theory not only for the purpose of understanding it, but also for subsequent application.

4. The principle of co-creation between the teacher and the student as creative self-developing individuals:

– manifestation of trust, sincerity, tolerance, democracy;

- solution common tasks by helping others and accepting their help.

5. The principle of historicism:

– studying the history of society and social work, using the experience of past generations;

– analysis of past positive experience of social work with the aim of using it in the present.

Profession is the main type of human activity in society. This is the choice of his fate, life path. It occupies a significant role in the life of each individual person, as well as in society as a whole. Labor activity connects all the structures of the world into one big engine of progress on earth.

IN modern world It is important not only to be busy, but also to earn the highest recognition in work in order to unlock your own potential. Advanced training among professionals maintains competitiveness in the labor market, and also helps any specialist to constantly develop their professional qualities and achieve career heights.

The concept of “professionalism”

Professionalism is a high level of knowledge and skills in a certain field.

Achieving outstanding results in work activities by applying already gained experience can also be called this term. This is manifested in the active professional development of the individual, high degree preparation for labor requirements, systematic advanced training.

Also this concept can be revealed in the role of the motivational side of a person, taking into account his ability to assimilate new knowledge and technologies, practical abilities, goal orientation, personality assessment, professional values, and efficiency at work.

This concept characterizes three aspects:

• Personality of the specialist.
• Professional activity.
• Professional communication.

The professionalism of an individual is realized through the development of the necessary skills for the work process, the quality of performance of assigned tasks and gaining experience in the field of leading activities.

Performance criteria

There is a three-level gradation assessment that corresponds to the normative criteria for professional qualification levels, where the lowest can be called educational (gives an idea of ​​potential abilities), the average is considered basic (established norm), and the highest will be a prospect (further development). It is important to understand that internal and external criteria are associated with assessing professional level psychological state person.

Each gradation can be divided into several internal categories and formed on a ten-point scale.

1. The first group of such criteria implies effectiveness in labor productivity. This includes the quality of work and the speed of its completion.

2. The second group considers indicators that reveal the specifics of the profession. For example:

• Abilities, knowledge, skills, experience.
• The power of motivation.
• Professional self-esteem.
• Stress resistance.
• Features of the profession.
• General state.

Professional self-esteem

The level of professionalism is determined by personal social parameters in relation to work tasks. The success of the activity is influenced by the following factors:

1. Mental and physical condition.
2. Level of self-esteem.
3. Adequate self-esteem.
4. Stability of self-esteem.
5. Flexibility of self-esteem.

This is where the concept of “self-regulation” comes into force. In professional activities, it is aimed at adequate perception of the body's resources. Any deviation from the adequate level of perception affects not only the work, but also the person’s condition.

Physical fitness makes it possible to expand the scope of activity and leads to a person’s full adaptation to working conditions, a certain level of efficiency and sustainable performance. Thus, in the course of work, a cyclical process is developed in which weak and strengths employee, his professional suitability and competence are determined.

Stages of professionalism

To determine the level of professionalism, there are 4 stages of professional competence:

1. The person does not realize his incompetence. He does not have the necessary knowledge and skills, and therefore does not have the ability to conduct activities successfully.

The reason may be a simple lack of skills, when with further professional activity a person gains the necessary experience. In another case, a personal negative assessment (lack of self-confidence, lack of motivation, increased anxiety) hinders the development of the subject and does not contribute to increasing competence.

2. Perceived incompetence. A person understands that he needs professional training to carry out work.

3. Perceived competence. A clear structure of professional skills is formed, the person effectively applies knowledge.

4. Unconscious competence. Occurs when professionalism becomes part of the personality. Here, professionalism is defined as making a single correct decision even in critical conditions.

Levels of assessment of professional skills

The qualification level of professionalism is the determination of the assessment of professional skills, knowledge, degree of responsibility and authority in accordance with professional standards.

Qualification is defined as the degree of preparation for a specialty or the process of assessing a person’s professional capabilities.

Assessment of the level of professionalism is based on the following qualifications:

Assessment methods

The level of professionalism is assessed to obtain information about job performance. This helps in making decisions about promoting or demoting employees. Assessing the level of professionalism and quality of work helps analyze the company’s progress in the market.

Can be assessed in two ways: individual and group.

The individual method includes:

• Interview.
• Testing.
• Observing an employee in practice.
• Observation of an employee in practice with adjustment of difficult situations.

With the group method, several methods can be used simultaneously.

Among them are:

• Assessment center. When employees are evaluated collectively. This may represent a business game that will be judged by a panel of experts.
• Conduct of negotiations.

There are also non-standard assessment methods. For example, with the participation of a psychologist who assesses personal and professional qualities.

Advanced training is considered as undergoing professional training in order to improve theoretical and practical skills. Obtaining a higher level qualification helps improve skills and professional growth.

Training can be short (from 72 hours), theoretical (up to 100 hours) and long-term (more than 100 hours). Persons who have completed short-term or theoretical training are issued a certificate of advanced training. Persons who complete a course lasting more than 100 hours receive a certificate.

Qualifications of teaching staff

Qualification requirements teachers are trained in accordance with the standard regulations on the certification of pedagogical and managerial employees of state, municipal institutions and educational organizations approved by the Order of the Ministry of Education of the Russian Federation.

Persons applying for the first, second and highest categories of qualifications must have higher education and work experience.

Levels of professionalism of a teacher of the second category:

• Understanding the basics of the theory of pedagogy, psychology and developmental physiology;
• Knowledge of the content of the material being taught;
• Knowledge of teaching methods;
• Knowledge of the basics of education;
• Possession of practical knowledge;
• Mastery of different teaching techniques and a wide range of methods, ensuring interest in the educational process;
• Ability to establish communication with students;
• Ability to contribute to the development of the educational system;
• Ability to create comfortable conditions during the educational process;

• Application of practical skills in modern psychological and pedagogical diagnostics;
• Knowledge of modern pedagogical technologies;
• Knowledge of methods for analyzing educational and methodological subject work;
• Understanding the psychological characteristics of students;
• The ability to select the methodology of the educational process to suit the characteristics of students.

The highest pedagogical level of professionalism

To improve the professional level in teaching, the knowledge and skills of the applicant must correspond to the first qualification category. This point must be taken into account. In addition, a high level of professionalism is characterized by the following skills:

• Approach solving practical problems creatively.
• Create the most comfortable conditions for the implementation of a creative form of education.
• Ability to use experimental methods in the educational process.
• Possess organizational techniques of the educational process.
• Have skills in planning and managing the educational process.

Stages of professional development

In the course of increasing its level of professionalism, the subject is at different stages of development.

1. Pre-professionalism. At this stage, a person is engaged in professional activities without special skills and abilities. His minimum knowledge is that of a beginner or assistant.
2. Professionalism. The stage at which we can talk about the qualities of a professional. A person acquires the necessary knowledge and rules of the profession, acquires a specialty, puts first professional goals.
3. Highest professionalism. The stage of professional growth at which a specialist achieves success in his career, turns into an expert in his field, finds creative, innovative solutions to problems in his professional field, independently develops strategies and concepts that he applies in practice. Has the ability to teach others.
4. Post-professionalism. Mainly applies to specialists who have reached retirement age. During this period, a person can be an adviser, the best mentor, a consultant in his former professional field. Such people are called ex-professionals.

The stage of unprofessionalism is also considered, when a person, having the necessary knowledge and techniques, goes in the wrong direction. Something prevents him from increasing his level of professionalism (there is a lack of practice or the wrong development strategy has been chosen).