Development of Professional Competencies of Students in the Process

of Practical Training at the University

Alexander Morozov

, Irina Ganicheva

2 b

and Natalia Savotina

SIC-2, Research Institute of the Federal Penitentiary Service of Russia, Narvskaya street, Moscow, Russia

Department of General and Practical Psychology, National Research State University of Nizhny Novgorod

named after N. I. Lobachevsky, Arzamas branch, Karl Marx Street, Arzamas, Russia

Department of Pedagogy, Kaluga State University named after K. E. Tsiolkovsky, St. Razin street, Kaluga, Russia

Keywords: Professional Competencies, Model, Practical Training, Students, Development, Teacher-Psychologist.

Abstract: The article substantiates the possibilities of formation and development of professional competencies of

students during their studies at the university. Special attention is paid to practical training, which provides

for the participation of students in the implementation of certain elements of work related to their future

professional activities. The article describes the developed author's model of the development of professional

competencies of a student in the process of practical training at a university, which highlights the subject,

object, subject elements and three levels of professional skills: strategic, tactical and operational. The model

of professional competence development, based on the identification of specific professional skills and actions

of the student at the university stage of training, provides an effective solution to the problems of practical

training of students for their future professional activities as a teacher-psychologist.

1 INTRODUCTION

In the modern conditions of improving the system of

higher education, the task of establishing and

developing professional competencies of students at

the university stage of training is particularly

relevant. Education at the university requires the

introduction of such new educational technologies

that contribute to the creation of optimal conditions

for improving the professional competencies of

students. As part of the implementation of the

competence-based approach, the Federal State

Educational Standards of Higher Education provide

for the development of a number of competencies in

students as a set of knowledge, skills and possessions,

as well as the ways of their activities used in the

conditions of modern requirements of employers.

https://orcid.org/0000-0003-0516-0356

https://orcid.org/0000-0003-2116-5114

https://orcid.org/0000-0002-7148-0377

2 RESEARCH METHODOLOGY

Analyzing the concepts of «competence» and

«competencies», we will pay attention to their main

types, approaches in the interpretation of both

domestic and foreign scientists.

N. S. Rozov identifies two sides in the content of

competence. The first side relates to the ability to

assimilate cognitive and practical innovations, and

the second to the ability to determine the educational

requirements for each type, profile, level of the

educational system (Rozov, 2000).

It is obvious that competence is not limited only

to theoretical knowledge, it takes into account, first of

all, the ways of practical activity. The presence of

competence can be detected by the results of

professional activity.

So, for example, A. V. Morozov notes that

«competence is the tumor of the subject of activity,

are formed in the process of training, which is a

systemic manifestation of knowledge, skills, abilities

and personal qualities to successfully solve functional

420

Morozov, A., Ganicheva, I. and Savotina, N.

Development of Professional Competencies of Students in the Process of Practical Training at the University.

DOI: 10.5220/0010669600003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 420-426

ISBN: 978-989-758-597-5

tasks that make up the essence of professional

activity» (Morozov, 2019).

N. A. Moreva identifies the following

components of professional competence of the

teacher:

 professionally informative, which assumes that

the teacher has certain theoretical knowledge of

the basics of human sciences;

 practical (professional activity, including

professional knowledge and skills);

 professional and personal, consisting of personal

qualities that determine the position and

orientation of the teacher as a person, individual,

subject of activity (Moreva, 2005).

Having analyzed the main approaches to the

concept of «competence», we will pay attention to

what competencies should be formed among

university students in order to carry out effective

professional activities. In the publications of modern

domestic researchers, competencies are considered as

a new goal of education, which determines the

professionalism of future professional activity and

process management in accordance with the

requirements of the case, as well as the development

of the ability to independently solve problems and

problems and evaluate the results of their own

activities (Barketova, 2017; Vorobyov and

Murzaeva, 2017; Ganicheva, 2007; Kameneva, 2017;

Melnikova and Pivnenko, 2018; Morozov, 2019;

Ozerova, 2017; Putilovskaya, 2015, etc.).

In the research of scientists, various types of

professional competencies are considered and

justified (Bashkireva et al., 2020; Ganicheva, 2007;

Morozov and Kozlov, 2019; Morozov and

Mikhaleva, 2018; Ozerova, 2017; Putilovskaya,

2015, etc.). The interpretation of the concept of

«social competence» is interesting. J. Raven believes

that social competencies are inextricably linked with

professional (subject) and methodological

competencies (Raven, 2002). Among the social

competencies, the communicative competence is

particularly distinguished.

In studies of communicative competence,

attention is drawn to the fact that it ensures the

readiness of the individual for self-realization and

self-determination and, in addition, is a means of

creating and enriching the inner world of a person

(Isaeva, 2006; Prisyazhnaya, 2006; Putilovskaya,

2015, etc.). Communicative competence is

understood as a complex education that ensures the

success of the implementation of priority tasks of

communication and self-realization of the individual,

where the transfer and exchange of knowledge and

results of activity takes place.

A number of foreign scientists identify in their

research such key competencies (or qualifications) as:

 communication skills;

 ability to cooperate;

 flexibility;

 creativity;

 thinking in relationships;

 independence.

They also pay special attention to the development

of the ability to see and solve problems, the

willingness to learn, to achieve their own goals, to

make decisions, the ability to concentrate, endurance,

accuracy, analytical thinking, logical thinking,

abstract thinking, independent learning, the ability to

criticize, the ability to make judgments, knowledge of

foreign languages, etc. (Boyatzis, 1982; Didi et al.,

1993; Rychen and Salganik, 2002; Spencer, 2005,

etc.).

Based on the analysis of modern research on the

formation and development of competencies, it can

be concluded that professional competencies should

be considered as a system of professional and

personal knowledge, skills and qualities of a person

that integrate a humane and valuable attitude to

others, a creative approach to work, and a constant

focus on personal and professional improvement. The

properties we study (awareness, skills, practice,

attitudes, values, inclinations) are determined as

endogenous, latent, latent. They act as a general focus

and willingness to work. Awareness gives an idea of

an individual as an accomplished professional

personality (Morozov, 2019). Particular importance

in this process is given to the development of

professional competencies of the student through

practice-oriented training.

3 RESULTS AND DISCUSSION

Based on the results of the analysis of theoretical and

practical research, we developed a model in which we

identified the structural elements and justified the

content of the professional competencies of the

student of the future teacher-psychologist. The model

is built as a system of three interrelated components.

In each component of the model, there are three

levels of implementation of professional skills.

Development of Professional Competencies of Students in the Process of Practical Training at the University

421

3.1 Justification of the Model of

Development of Professional

Competencies of the Student in the

Process of Practical Training

In order to make the model meaningful, we identified

a number of professional skills and actions of a

student who performs practical training in the

framework of various types of practice, as well as

studying a number of psychological and pedagogical

disciplines.

This structure of the model reflects how the future

teacher-psychologist can express himself as a subject

of professional activity, what he does in the process

of practical training and what product he receives as

a result of real activity.

This approach in the content content of the model

of professional competence development is based on

the specific professional skills and actions of the

student of the future teacher-psychologist in the

process of practical training at the university. Based

on this, we have identified three levels of professional

skills: strategic, tactical, and operational, the content

of which is disclosed and specified in each procedural

element of the model. Let's pay attention to each

element represented in the model:

1. The subject element of the model. It mainly

characterizes the skills of a future teacher-

psychologist to direct their activity to themselves in

order to manifest and replenish the level of

development of professional competencies. This

element of the model reflects the student's ability to

be a subject in relation to himself, his future

professional activity and the results obtained.

The subject element of the model is based on the

student's skills that reflect the process of planning,

implementing and analyzing the completed cycle of

managing oneself, the object and subject of one's

future professional activity.

Subjectivity, as one of the manifestations of

personality, is also formed as a result of education

(Bashkireva et al., 2019; Morozov, 2018). Therefore,

the trainee student with his inner world must learn to

recognize himself as free, so he must be able to

predict and anticipate the consequences of his actions.

Thus, in the subject element of the model, attention is

drawn to the qualitative originality of the student, the

future teacher-psychologist as a manager and creator

of the spiritual and spiritual potential – his own, and

that of his wards.

2. The object element of the model for the

development of professional competencies of the

future teacher-psychologist reflects the features of the

student's activities and communication during various

types of practices and in the process of practical

training in the study of psychological and pedagogical

disciplines. It should be noted that they are

differentiated taking into account the composition of

the participants of the microsystem, to which the

psychological effects are addressed: students

(children of different ages), students, future teachers-

psychologists and teachers. The object element of the

model is based on the student's ability to actualize and

implement the readiness to master professional

competencies in the process of studying, developing

and correcting the manifestations of activity and

communication of a teacher-psychologist.

3. The subject element of the model characterizes

the product of professional activity, which is achieved

as a result of its implementation, that is, as a result of

the interaction of the future teacher-psychologist with

all subjects of the educational process (students,

teachers, parents, colleagues). The subject element of

the model focuses on the student's skills, which

involve the development of the ability to identify,

evaluate, analyze and take into account the results of

various actions of students and their own pedagogical

results.

The model developed by us in the course of the

study was based on the structure of the teaching

competence of the teacher in the process of

pedagogical practice (Ganicheva, 2007).

The relevance and significance of the model

developed by us is as follows:

- on the basis of the model, it is possible to design

and achieve a certain level of development of

professional competencies of students through the

organization of activities for the development and

application of a complex of strategic, tactical,

operational skills for the implementation of

professional activities;

- the model can be used as a basis for the study of

the level of formation of professional competencies

of students in the process of practical training at the

university.

In addition, in the model of the development of

professional competencies of a student in the process

of practical training, we have identified three levels

of professional activity skills: operational, tactical

and strategic.

In the model developed by us for the development

of professional competencies of a student in the

process of practical training at a university, we have

identified three levels of professional activity skills:

operational, tactical and strategic.

The first level – operational details the cycle of

actions that ensures the implementation and

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development of professional psychological and

pedagogical activities.

The second level-tactical specifies the goal of the

student's future teacher-psychologist activity, as well

as the set of tools and techniques necessary to achieve

it.

The third level is strategic. He sets the main

direction of the position, tasks and results of his own

activities, highlighting the perspective of managing

his professional activities that he predicts.

3.2 The Role of Practical Training in

the Development of Professional

Competencies of a Student at the

University Stage of Training

The formation and development of professional

competencies of a student at the university stage of

training directly depends on the possibility of

consolidating and deepening theoretical knowledge

in solving practical professional problems in the

process of various types of practice, such as:

industrial, pedagogical, research and other types of

practice. An important feature of all types of practice

is that future teachers-psychologists at the stage of

training at the university get acquainted with the

theoretical provisions of psychological and

pedagogical disciplines that are of great importance

for their future professional activities. In the course of

this practice, students begin to realize themselves as

active subjects of professional activity, which

contributes to the development of professional self-

determination and the formation of the foundations of

professionally significant personal qualities.

At the same time, there is a need to consider

practice as a type of student activity, within which a

system of professional actions is mastered, aimed at

solving various psychological and pedagogical tasks.

So, for example, pedagogical practice in higher

education institutions is aimed at the formation of

professional competencies of the student and

preparation for the integral performance of the

functions of a teacher, the organization and

management of the educational process, the

improvement of professionally significant and

personal qualities.

In addition, professional competence is realized,

revealed in the process of pedagogical activity, and

no less important circumstance here, in our opinion,

are such actions of the student, which are aimed at

developing the ability to formulate goals and

objectives for the implementation of the main

activities with the subjects of the educational process

in the upcoming activity as a teacher-psychologist. In

our opinion, it is in the process of teaching practice at

the university that real conditions are created for the

future specialist to master professional activities.

The curriculum implemented in the direction of

training «Psychological and pedagogical education»

provides not only various types of practices, but also

subjects of the psychological and pedagogical cycle,

among which we can distinguish such as: «Socio-

psychological training», «Pedagogical

communication», «Practical training on solving

pedagogical problems», «Psychological Service»,

«Psychological assistance», etc. It is in the process of

studying these disciplines that real conditions are

created for the development of professional

competencies of the future teacher-psychologist.

Practical classes in these disciplines (seminars,

laboratories) are organized, among other things, in the

form of practical training, which provides for the

participation of students in the implementation of

certain elements of work related to their future

professional activities.

Practical training involves performing various

types and forms of practical work, such as: project

development, solving specific practical and

educational tasks, using case studies, business and

role-playing games, training, working on a simulator

according to the profile of professional activity and

the orientation of the educational program. Especially

interesting are such forms and methods of stimulating

and motivating learning, as: discussions, round

tables, polemics, debates, debates, as well as multi-

level tasks and tasks, creative tasks, essays, etc.

Practical training is aimed at the formation and

development of practical skills in accordance with the

profile of the main professional educational program.

Let us pay attention to some practice-oriented

disciplines, in which, from our point of view,

practical tasks for the development of professional

competencies of students, future teachers-

psychologists are most effectively solved. So, we

have developed a «Psychological and pedagogical

workshop» as a variable course, during which the

following tasks are solved:

 create conditions for mastering knowledge about

the professional activity of a teacher-

psychologist: about the organization of the

pedagogical process, forecasting results,

designing professional activity, its construction,

implementation, analysis and evaluation of the

results obtained;

 master the specifics of the main areas of activity

of a teacher-psychologist: correctional and

developmental, diagnostic, preventive,

educational, and consulting;

Development of Professional Competencies of Students in the Process of Practical Training at the University

423

 to update and develop professionally significant

qualities of the personality of a teacher-

psychologist.

In the cycle of disciplines of subject training,

special importance is given to the subject area

«Psychology», which includes such courses as:

«Pedagogical communication», «Socio-

psychological training». It is very effective to use the

elements of training in the laboratory and practical

classes, during which students not only get to know

each other better and get to know each other better,

but also learn to analyze their thoughts, feelings,

desires, reflect and correct their behavior, acquire

communication skills, gain self-confidence. All this

helps future professionals to become themselves,

overcome complexes, break down stereotypes,

anticipate possible difficulties and determine ways to

implement them, see the prospects for their personal

and professional growth.

In the course of studying the discipline «Practical

training for solving professional problems»,

conditions are created for the synthesis of knowledge

in psychology, pedagogy and teaching methods of the

subject. This is due to the fact that by modeling

various pedagogical situations in practical classes,

students of the training direction «Psychological and

pedagogical education» learn to manage such

pedagogical processes as development, education and

training, synthesizing theoretical knowledge obtained

during the study of courses in psychology, pedagogy,

and teaching methods of the subject. This synthesis of

knowledge creates a comprehensive understanding of

pedagogical phenomena in students.

It is important to take into account that in the

development of psychological and pedagogical

disciplines at the university, which form the ability to

analyze their own activities, reflection plays an

important role as one of the components of the overall

psychological culture of the student, ensuring the

development of professional competence. Reflection

is a way and means of professional and practical

activity of a student, a future teacher-psychologist.

E. I. Isaev identified the following forms of

reflection:

 believing, which is aimed at generalizing one's

own educational and professional experience;

 comparative, aimed at its full assessment;

 defining, aimed at determining their own

educational and professional positions,

capabilities, readiness;

 synthesizing, on the awareness of the goal, means

and result of one's own activity;

 transcending, aimed at the infinite reflection of

one's own potential (Isaev, 2000).

In order to develop professional competencies, it

is necessary that the future teacher-psychologist has

developed all forms of reflection.

The result of this work is the analysis of the

acquired knowledge in the process of practical work

of students in the classroom, as well as when

performing independent control work. The content of

the study of such a discipline as: «Workshop on

solving professional problems» includes the

following tasks:

 preparation of a fragment of the lecture (for

teachers, parents and students) in accordance

with the requirements for its content and reading;

 development and preparation of educational and

practical tasks;

 self-analysis of self-developed notes of classes,

lessons, educational activities;

 solving pedagogical situations and tasks of the

micropracticum.

It is necessary to pay attention to the fact that these

actions, the development of which is planned in the

process of studying psychological and pedagogical

disciplines, help the student to improve the

assimilation of educational material with an optimal

combination of program requirements with the

potential capabilities of students. Interest in academic

subjects in the process of studying psychological and

pedagogical disciplines at the stage of study at the

university, of course, allows you to update and

develop the professional motivation of students.

In addition, the motivational component is one of

the guiding factors of practical activity and

professional development of students in the process

of mastering psychological and pedagogical

disciplines. Educational activity can be motivated and

regulated by a complex of motivational components:

the need for new knowledge, skills and possessions,

the desire for competence and skill, the need for self-

improvement and self-realization, etc.

It is worth noting that, for example, in the

laboratory and practical classes on the course

«Psychological Assistance», not only the meaning

and meaning of providing psychological assistance to

the subjects of interaction is revealed, but students,

future teachers-psychologists are led to introspection

and awareness of their own professional motives in

the process of implementing an individual approach

to children and interaction with teachers, parents and

administration.

Another important condition for the effective

preparation of a future teacher-psychologist for

professional activity is the personality of the

university teacher himself. It is the teacher who

largely determines the level of students ' interest in

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the subject, the pace and effectiveness of the learning

process, the dynamics of their psychological and

pedagogical literacy, the success of purposeful

formation of professional competencies.

4 CONCLUSIONS

The development of professional competencies at the

university stage of training provides for the

development of a number of competencies in students

as a sum of knowledge, skills and possessions, as well

as the ways of their activity, which are necessary in

order to carry out professional activities

professionally.

Professional competencies should be considered

as a system of professional and personal knowledge,

skills and qualities of a student, a future teacher-

psychologist, which are constantly aimed at their

personal and professional improvement.

The model developed and presented by us for the

development of professional competencies of a

student in the process of practical training at a

university includes three main components: subject,

object, and subject. It is based on the identification of

specific professional skills and actions of the future

teacher-psychologist, which include three levels of

professional skills: strategic, tactical and operational.

The content of all three levels is revealed and

specified in each process element of the model.

The model of the development of professional

competencies of the student in the process of practical

training at the university allows us to distinguish such

types of practice at the university as production,

pedagogical, within which real, effective conditions

are created for the future teacher-psychologist to

master a competent professional activity. In addition,

the study of a number of psychological and

pedagogical disciplines, which are planned and

organized in the form of practical training at the

university, is also directly related to the

implementation of the main types of professional

activities of the future specialist.

Thus, the model developed by us for the

development of professional competencies of a

student in the process of practical training at a

university helps to use the acquired knowledge and

skills to conduct a competent analysis of professional

tasks and effectively build the necessary strategy and

tactics for their solution in the process of studying the

disciplines of the psychological and pedagogical

cycle and organizing and conducting various types of

practice with students. All this ensures the

achievement of the main goal-an effective solution to

the problems of preparing students-future teachers-

psychologists for professional activity.

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