Potential and peculiarities of structural-level organization of professional pedagogical thinking
DOI: 10.23951/2307-6127-2023-4-120-130
The currency of the survey is occasioned by the fact that consideration of the professional thinking as a resource, demands widening of apprehension of it as a metasystem, which includes cognitive, metacognitive, personal and resourceful and behavioral components. The data of the research of professional thinking of preschool teachers (n = 70), supported by a metasystem approach, has been presented in the article. The peculiarities of structural-level organization of pedagogical professional thinking on a systemic level have been defined: it has been concluded that teachers, who work with preschool children, represent all the levels of professional thinking, simultaneously they more often make situational decisions with suprasituational direction (in 1/3 of cases) and exactly this level has been characterized as more organized structurally compared to others. The similarities and differences of professional thinking depending on specialization and location of a preschool educational establishment have been evolved (partially in the qualities of suprasituational thinking and metacognitive characteristics). It has been established that there is a partial connection between components-subsystems of professional pedagogical thinking: the suprasituational level of thinking is related to self-actualization, self-management and self-interest involve behavioral flexibility and creative solutions of problem situations, self-confidence is positively combined with metacognitive characteristics and comprehensiveness of analysis of a problem situation. The conception of potential of professional thinking, new for psychological and pedagogical science, has been suggested. The results obtained can be used in preschool education towards achieving performance indicators of educational activities.
Keywords: professional pedagogical thinking, cognitive, metacognitive and personal peculiarities, preschool teachers, potential of thinking, structural-level organization of thinking, metasystem approach
References:
1. Osipova E. K. Struktura pedagogicheskogo myshleniya uchitelya [The structure of teacher’s pedagogical thinking]. Voprosy psikhologii – Voprosy psikhologii, 1987, no. 5, pp. 144–146 (in Russian).
2. Gil’manov S. A. Professional’naya spetsifika ponyatiinogo myshleniya [Professional specificity of conceptual thinking]. Obrazovaniye i nauka – The Education and Science Journal, 2017, no. 19(9), pp. 32–51 (in Russian).
3. Markova A. K. Psikhologiya professionalizma [Psychology of professionalism]. Moscow, Znaniye Publ., 1996. 312 p. (in Russian).
4. Kashapov M. M., Surina N. V., Kashapov A. S. Resursnost’ myshleniya kak klyuchevaya kompetentnost’ pedagoga v usloviyakh tsifrovizatsii obrazovatel’noy sredy [Resourcefulness of thinking as a key competence of a teacher in the conditions of digitalization of the educational environment]. Izvestiya Irkutskogo gosudarstvennogo universiteta. Seriya: Psikhologiya – The Bulletin of Irkutsk State University. Series: Psychology, 2022, vol. 40, pp. 18–30 (in Russian).
5. Vil’keyev D. V. Formirovaniye pedagogicheskogo myshleniya u studentov: uchebno-metodicheskoye posobiye [Formation of pedagogical thinking among students: educational guide]. Kazan, 1992. 108 p. (in Russian).
6. Gil’mashina S. I., Vil’keev D. V. Professional’noye myshleniye uchitelya: nauchno-pedagogicheskiy aspekt [Professional thinking of a teacher: scientific and pedagogical aspect]. Psihologicheskaya nauka i obrazovaniye – Psychological Science and Education, 2004, vol. 9, no. 2, pp. 67–75 (in Russian). URL: https://psyjournals.ru/journals/pse/archive/2004_n2/Gilmanshina (accessed 20 December 2022).
7. Orlov A. A. Tsennosti i smysly sovremennogo otechestvennogo pedagogicheskogo obrazovaniya [Values and meanings of modern domestic pedagogical education]. Vestnik Moskovskogo universiteta. Seriya 20: Pedagogicheskoe obrazovaniye, 2020, no. 1, pp. 3–20 (in Russian).
8. Karpov A. V., Karpov A. A. Struktura metakognitivnoy regulyatsii informatsionnoy deyatel’nosti [The structure of metacognitive regulation of information activity]. Yaroslavl, Filigran’ Publ, 2022. 816 p. (in Russian).
9. Kulyutkin Yu. N., Suhobskaya G. S. Individual’nye razlichiya v myslitel’noy deyatel’nosti vzroslykh uchashchikhsya [Individual differences in the mental activity of adult students]. Moscow, Pedagogika Publ., 1971. 112 p. (in Russian).
10. Mitina L. M. Lichnostno-professional’noye razvitiye pedagoga: sovremennoye osmysleniye i innovatsionnaya praktika [Personal and professional development of a teacher: modern understanding and innovative practice]. Vestnik prakticheskoi psikhologii obrazovaniya – Bulletin of practical psychology of education, 2022, vol. 19, no. 2, pp. 9–19 (in Russian).
11. Kuz’mina N. V. Professionalizm lichnosti prepodavatelya i mastera proizvodstvennogo obucheniya [Professionalism of the personality of the teacher and the master of industrial training]. Moscow, Vysshaya shkola Publ, 1990. 119 p. (in Russian).
12. Zeyer E. F. Psikhologiya professional’nogo obrazovaniya: uchebnoye posobiye [Psychology of vocational education: educational guide]. Moscow, Akademiya Publ., 2009, 378 p. (in Russian).
13. Gonobolin F. N. Psikhologiya: uchebno-metodicheskoye posobiye [Psychology. Textbook for students of pedagogical schools]. Ed. N. F. Dobrynin. Moscow, Prosveshcheniye Publ, 1973. 240 p. (in Russian).
14. Kholodnaya M. A. Psikhologiya intellekta: Paradoksy issledovaniya [Psychology of intelligence: Paradoxes of research]. Saint Petersurg, Piter Publ, 2019. 272 p. (in Russian).
15. Karpov A. V. Metakognitivnaya spetsifika obrazovatel’nykh situatsii v pedagogicheskoi deyatel’nosti [Metacognitive specificity of educational situations in pedagogical activity]. Mir psikhologii – The World of Psychology, 2020, vol. 103, no. 3, pp. 12–23 (in Russian).
16. Serafimovich I. V., Kashapov M. M., Poshekhonova Yu. V., Bazanova G. Yu. Sotsial’no-psikhologicheskiye aspekty professional’nogo obucheniya v sfere zdravookhraneniya: spetsifika metakognitivnykh protsessov [Sociopsychological aspects of vocational training in the field of healthcare: specificity of metacognitive processes]. Problemy sotsial’noi gigieny, zdravookhraneniya i istorii meditsiny – Problems of Social Hygiene, Public Health And History Of Medicine, Russian Journal, 2021, vol. 29, no. 6, pp. 1607–1612 (in Russian).
17. Serafimovich I. V. Prognozirovanie kak prediktor resursnosti professional’nogo myshleniya pedagogov [Forecasting as a predictor of the resourcefulness of professional thinking of teachers]. Mir nauki. Pedagogika i psikhologiya – World of Science. Pedagogy and Psychology, 2021, no. 4 (in Russian). URL: https://www.elibrary.ru/item.asp?id=47238562 (accessed 22 December 2022).
18. Shmidt A. F. Predstavleniya pedagogov DOO ob usloviyakh sozdaniya effektivnoi sovmestnoy deyatel’nosti doshkol’nikov pri vypolnenii produktivnykh zadach [Representations of preschool teachers about the conditions for creating effective joint activities of preschoolers when performing productive tasks]. Psihologicheskaya nauka i obrazovanie – Psychological Science And Education, 2015, vol. 7, no. 1, pp. 89–96 (in Russian). doi: 10.17759/psyedu.2015070109 URL: https://www.elibrary.ru/item.asp?id=23251597 (accessed 22 December 2022).
19. Shadrikov V. D. Psikhologiya deyatel’nosti i sposobnosti cheloveka: uchebnoye posobiye [Psychology of human activity and abilities: educational guide]. Moscow, Logos Publ, 1996. 320 p. (in Russian).
20. Tolochek V. A. Fenomen «resursy»: topos i khronos v aktualizatsii uslovii vneshney sredy kak resursov [The phenomenon of “resources”: topos and chronos in the actualization of environmental conditions as resources]. Izvestiya Saratovskogo universiteta. Novaya seriya. Seriya: Akmeologiya obrazovaniya. Psikhologiya razvitiya – Educational Acmeology. Developmental Psychology Izvestiya Of Saratov University, 2018, vol. 7, no. 3, pp. 250–260 (in Russian).
21. Psikhologo-pedagogicheskiye problemy sovremennogo sotsiuma [Psychological and pedagogical problems of modern society]. E. A. Levanova, A. V. Mudrik (ed.), Moscow, MPGU. Publ, 2018. 298 р. (in Russian).
22. Kahneman D., Sunstein C., Sibony O. Noise: A Flaw in Human Judgment. London: William Collins, 2021. 454 p.
23. Selwyn J., Grant А. Self-regulation and solution-focused thinking mediate the relationship between self-insight and subjective well-being within a goal-focused context: An exploratory study. Cogent Psychology. 2019. 6:1, pp. 1–15. doi: 10.1080/23311908.2019.1695413
24. Gusel’tseva M. S. Predposylki antropologicheskogo povorota v obrazovanii [Prerequisites of the anthropological turn in education]. Obrazovatel’naya politika – Educational Policy, 2022, no. 1 (89), pp. 25–41 (in Russian).
25. Znakov V. V. Psikhologiya vozmozhnogo: Novoye napravleniye issledovanii ponimaniya [Psychology of the possible: A new direction of understanding research]. Moscow, Institut psikhologii RAN Publ, 2022. 365 p. (in Russian).
26. Brushlinskiy A. V., Polikarpov V. A. Myshleniye i obshcheniye [Thinking and communication]. Samara, Samar. Dom pechati Publ, 1999. 128 p. (in Russian).
( 385.2 kB ) 
( 376.36 kB )
Issue: 4, 2023
Series of issue: Issue 4
Rubric: PSYCHOLOGY
Pages: 120 — 130
Downloads: 319