Keyword: «psychological and pedagogical class»

Currently, the problem of competent professional self-determination of school graduates can be considered particularly relevant. Its solution depends on constantly changing socio-economic, socio-cultural factors and attitudes to the prestige of professions in society. An important role is also played by such reasons as: the position of family members, teachers and friends; the location of the educational institution; awareness of the condition of the labor market; the abilities and inclinations of the student. In addition, potential specialists in the field of pedagogical professions are expected according to the number of graduates of a higher educational institution. In this regard, the importance of correct and informed choice of profession by high school students is of particular relevance. This choice should be made by future members of society at school already. It is the specialized psychological and pedagogical classes that make it possible to give clear ideas about the specifics of the teacher's work to high school students. Such classes are not just a component of the professional orientation system for school graduates, but also a resource for personal development, because a modern psychological and pedagogical class can become an important element for revealing the abilities of students, revealing and developing pedagogical gift, forming leadership qualities and skills necessary for successful professional activity in human-centered spheres. Therefore, the purpose of the study is to theoretically substantiate and experimentally test the effectiveness of the of psychological and pedagogical classes model functioning, which was developed at the BSPU named after M. Akmulla. The theoretical significance of the study is in developing the idea of the directions and organizational and methodological characteristics of work in psychological and pedagogical classes, determining the stages of the educational process (pre-specialized and specialized); selecting and developing curricula for elective courses of psychological and pedagogical subjects, identifying optimal methods and forms of training in psychological and pedagogical classes, and substantiating the types of effective specializing. These works formed the basis of the model of psychological and pedagogical classes developed at the BSPU named after M. Akmulla. The practical significance of the study is due to the fact that the developed model of psycho-pedagogical classes, a number of procedures and projects can be used by teachers of other educational organizations of the Russian Federation. The presented materials can serve as a basis for working out methodological recommendations for teachers of psychological and pedagogical classes. The results obtained in the study can be widely used in the practical educational work of higher education organizations in our country.

The relevance of the problem under study is related to the examination of the characteristics of the giftedness signs development in students of psychological and pedagogical classes. Psychological and pedagogical classes form high school students’ ideas about pedagogical and psychological professions, help in self-discovery, development of professional interests, and allow them to try themselves in the profession. Purpose of the study: to identify specific features of the educational process organization in psychological and pedagogical classes that contribute to the development of giftedness in high school students. Objectives of the study: to study the specific features of the giftedness signs development in students of psychological and pedagogical classes, to identify the content and forms of the giftedness signs development in high school students, to work out a program for the development of giftedness in students of psychological and pedagogical classes. The works of scientists in the field of giftedness, pedagogical and developmental psychology and educational psychology served as the theoretical and methodological basis of this work. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information from scientific sources); empirical (testing, questioning, pedagogical experiment); methods of quantitative and qualitative analysis. The study was conducted on the basis of the Municipal Budgetary Educational Institution “Secondary School No. 5” in the city of Donskoy, Tula Region. 20 students of the 10th and 11th grade of psychological and pedagogical classes took part in the pilot study. The diagnostic program included 5 methods. The experience of testing the “Fundamentals of Psychology” program is described. The novelty of the publication is associated with the use of web technologies in the program for the development of giftedness signs in students of psychological and pedagogical classes, which take into account the interests of the modern generation, trends towards computerization, and the expansion of artificial intelligence use in the educational environment of the school. The creative potential of future teachers is increased through the use of tasks to generate an image based on a text query using a neural network, media lessons, web quests, web excursions, Internet competitions, etc. The study showes that the development of giftedness signs in students of psychological and pedagogical classes through web technologies will be more successful if the individual and psychological characteristics of students in the psychological and pedagogical class are taken into account; deepen knowledge about psychological and pedagogical professions; use web technologies when working with students. These conditions were tested during the implementation of a psychological and pedagogical program, as a result of which positive changes in the studied indicators were recorded. The program for developing signs of giftedness among students in psychological and pedagogical classes has aroused interest and can be used by psychologists and teachers.