Теоретичний аналіз професіоналізму як психолого-акмеологічного та педагогічного поняття

Abstract

У статті здійснено теоретичний аналіз поняття «професіоналізм» як психолого-акмеологічного та педагогічного феномена. Зазначену категорію розглянуто у психологічному, педагогічному та акмеологічному контекстах. У результаті дослідження професіоналізм визначено як складний процес, у ході якого суб’єкт здобуває професійно-педагогічні знання, вміння, навички, характеризується прагненням постійно оновлювати та розширювати педагогічний світогляд та розвивати креативні здібності, а також потребою в педагогічних інноваціях та нестандартних професійних діях. The article reveals the theoretical interdisciplinary definition of the concept «professionalism» from the point of psychology, akmeology and pedagogics. Different approaches of outstanding psychologists, akmeologists and educators to its definition are analyzed. The author of the article attempts to track how the contempt of concept «professionalism» has been interpreted by, sociologists, psychologists, educators and akmeologists. The different viewpoints of scientists from various fields of science, regarding to the concept «professionalism» have been analyzed and various theoretical and methodological approaches are proposed. The study of the scientific literature demonstrates that today the problem of professionalism is quite relevant, because our society is rapidly changing and simultaneously the eligibility criteria to the teachers are changing too. There are a lot of explanations of this notion and they depend on criteria which are taken into consideration while studying the problem of professionalism. As a result, this concept has been defined as a process (V. Sypchenko), professionalcompetencies (O. Hura, T. Vakhrusheva, O. Dubaseniuk, L. Kaidalova, N. Shchokina), personal responsibility for professional development (V. Andrushchenko, B. Hershunskyi), potential identity (D. Dmytrenko), complex of professional culture and self-awareness (I. Ziaziun), valuable orientation (I. Zadorin), an ability (I. Pidlasyi, S. Trypolska), pedagogical excellence (S. Ivanova, Y. Babanskyi), self education (K. Livitan, N. Sydorchuk), a possibility of implementation in a difficult action (S. Druzhilov, I. Zaichenko) or even a personal philosophy of success. So it is rather difficult to give one determination which would describe all many-sided nature of this phenomenon. Professionalism is a multidimensional, multifunctional concept that srarting from the second half of the XX – beginning of the XXI century has been constantly rethinking and specifying in the domestic and foreign science. In the scientific works of the vast majority of psychologists and akmeologists it is considered as an activity, that needs certain skills, knowledge and abilities. Educators define professionalism as pedagogical excellence, qualification, integrated quality that combines pedagogical competencies, excellence and professionally notional property. The author of the article shares the point of view of those scientists (A. Anhelovskii, V. Sypchenko), who consider professionalism as a process, not a result. Thus, professionalism is defined as a complex process, during which a person obtains professional pedagogical knowledge, skills, a desire to develop one’s scope and creative skills, a necessity in pedagogical innovations and substandard professional actions.