graduate work

1.2.1 Stages of professional development

The most important condition for becoming a professional is the orientation of the individual, which includes the following components: motives, value orientations, professional position, professional self-determination, and an idea of ​​the career vector. At different stages of the genesis of the subject of labor, these components have different psychological content.

There is a need to divide this process into periods or stages in order to trace changes in life and professional plans, restructuring of the personality structure and personality orientation. Also, consideration of the stages of professional development will allow us to trace how age-related development tasks are reflected in the profession.

Donald Super (E.V. Okhotsky, 1997) divided the cycle of working life into five stages of the professional path, based on the place work occupies in our life at one time or another. During professional self-determination, a person develops and refines his professional “I-concept”.

1. Growth stage (from birth to 14 years): development of the “I-concept”.

Children play different roles, then try themselves in different activities. They develop some interests that may affect their future professional career.

2. Research stage (from 15 to 24 years): people are trying to understand and determine their needs, interests, abilities, values; identify professional career options; master a profession.

3. Career consolidation stage (from 25 to 44 years): workers try to take a strong position in their chosen field of activity.

4. Stage of maintaining what has been achieved (from 45 to 64 years): people strive to maintain the position in production or service that they achieved at the previous stage.

5. Decline stage (after 65 years).

Robert Hayvighurst (Tolochek V.A., 2005) was interested in the stages of acquiring attitudes and work skills that are necessary in order to become a full-fledged worker.

1. Identification with the employee (5-10 years). Children identify with working fathers and mothers, and the intention to work in the future becomes part of their self-concept.

2. Acquisition of basic labor skills and development of hard work (10-15 years). Schoolchildren learn to organize their time and make efforts to complete various tasks; in certain circumstances, they begin to follow the principle: first work, then play.

3. Acquisition of a specific professional identity (15-25 years). A person chooses a profession, prepares for it, gains work experience that helps him make a choice and start a career.

4. Becoming a professional (25-40 years old). A person improves his professional skills within the framework of the opportunities provided by work and moves up the career ladder.

5. Work for the benefit of society (40-70 years). After reaching the peak of their professional career, people begin to think about the civic and social responsibility that their work entails, and find time to fulfill their obligations to society and the new generation.

6. Reflections on the productive period of professional activity (after 70 years). After retirement, people look back with satisfaction on their professional achievements.

Building the general logic of the main crises of human development, B. Livehud focuses on changes in the value-semantic sphere of the individual, highlighting the following phases:

1) assimilation, integration, mental perception, growth (up to 20 years);

2) expansion: processing of experience, characterized by a balance between the biological and spiritual lines of development (20-40 years);

3) social, or leadership phase (after 40 years): the transfer of one’s experience to others presupposes the continuation of mental, spiritual development, but the extinction of biological development. Spiritual development is decisive for the last phase of life; it, as it were, compensates for the extinction of biological development (Livehud B., 1993).

Recognized domestic periodizations are presented in the works of V.A. Bodrova, E.A. Klimova, T.V. Kudryavtseva and others. Summarizing them, E.F. Zeer identifies the following stages of professional development of an individual: The developed concept distinguishes stages (Zeer E.F., 2005):

1) Professional development of an individual begins with the stage of option - the formation of professional intentions. At the age of 14-16, at the age of early adolescence, optants begin to define themselves professionally. Mastering a system of socially significant value ideas about building a life and professional path. Leading activity: Educational and professional. Within its framework, cognitive and professional interests develop.

2) Next stage vocational training formation begins with admission to a vocational educational institution (vocational school, technical school, university). Formation of value ideas about this professional community, development and filling with substantive content of future professional activity. Leading activity: professional and educational, focused on obtaining a specific profession.

3) After graduation, the stage of professional adaptation begins. Further development of self-determination in the chosen profession, self-awareness of the correctness of choice, coordination of life and professional goals and attitudes. Leading activity: professional. But the level of its implementation, as a rule, is of a normative and reproductive nature.

4) As the person masters the profession, he becomes more and more immersed in the professional environment. The stage of primary professionalization and the formation of a specialist begins. Addition of intentions, correction of the development plan. Stabilization of professional activity leads to the formation of a new system of relationships of the individual to the surrounding reality and to himself.

Leading activity: professional activity, characterized by individual, personality-appropriate technologies of implementation.

5) Second level of professionalization. This is where the formation of a professional takes place. Realization of professional potential, life goals are adjusted. Further training, development of one’s own professional position, high labor productivity. Leading activity: professional activity is gradually stabilizing, the level of its manifestation is individualized and depends on the psychological characteristics of the individual.

6) And only a portion of workers who have creative potential, a developed need for self-fulfillment and self-realization, move on to the next stage - professional mastery. Changing established relationships with the team, attempts to overcome, break traditionally established management methods, the desire to go beyond oneself. Leading activity: Creative and social activity of the individual; search for new, more effective ways performing activities.

The phase pattern identified by the scientist in the professional development of a subject allows for a more differentiated representation of the life path of a professional as a certain kind of integrity. It can be noted that the highlighted periodization also emphasizes the transition in the level of activity from the stage of professionalism to the stage of mastery; a person approaches these stages at approximately 35-45 years of age. Differences will be observed in the excessive approach to performing activities, the desire to create, which should also be determined by the direction of the individual’s professional activity.

Summarizing the consideration of periodizations of professional development, we can conclude that by the age period of 35-45 years people are at a fairly high level of mastery of the profession. Approaching the age of 40, a person should shift the vector of activity from himself (developing personal and professional qualities, career, maintaining a position in the organization, ensuring material well-being) to others (transferring experience, giving back to the enterprise in the form of creating qualitatively new labor products, etc. ). Now it is important for us to analyze what features accompany this transition in professional activity.

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Professional personality deformation

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Professional development of personality. Occupational rehabilitation of people with disabilities

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Divorce: causes, consequences

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Stages of professional self-determination and their age limits

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Stress, the main causes and prerequisites for its development

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“During the special course, I learned to appreciate and understand people more, learned to be kinder, stopped being afraid of communicating with other people, and found peace of mind...” (Svetlana S.).

“The profession of a psychologist was revealed to me in full view. I now know that I CAN and WANT (emphasis added by the author - L.K.) to help other people find the happiness that I was able to find” (Tatyana P.).

The proposed system of work on the formation of professional and personal identity of psychology students has shown its high feasibility, which makes it possible to recommend its implementation in the practice of teaching psychology students to improve the personal and professional qualities of psychology students and increase the effectiveness of their professional training.

The results of the study dictate the urgent need to create a psychological service at the university, the main tasks of which could be to help students quickly adapt to new conditions of life and study, help in overcoming personal and psychosomatic problems; individual professional consultations and optimization of conditions for professional choice; assistance in the formation of comfortable interpersonal relationships in student groups and communication with teachers.

1. Zeyer E.F. Psychology of vocational education. - M., 2003.

2. Pryazhnikov N.S. Methods for activating professional and personal self-determination. - M., 2003.

3. Identity: Reader / Comp. L.B. Schneider. -M., 2003.

4. Fonarev A.R. Forms of personality formation in the process of professionalization // Questions of psychology. - 1997. - No. 2.

Lisova E.N.

FEATURES OF PROFESSIONAL DEVELOPMENT OF PSYCHOLOGY STUDENTS

Features of the professional development of student psychologists are determined by the specifics of professional psychological training. The work of a future specialist psychologist requires numerous and multifaceted knowledge about a person, suggesting different scientific explanations of the same psychological phenomena that go beyond general scientific logic. The subjective relevance of the acquired knowledge is very high, since a student psychologist can attribute it both to another person and to his own personality. . Already during the period of studying at a university, a psychologist is focused on interacting with others [Ibid.] and tests the technologies developed in psychology for its implementation. However, due to the peculiarities of the theoretical component of training, dynamism and variability

Due to the whiteness of the social context in which communication and interaction with the client takes place, the student psychologist is faced with the fact that: 1) there is no standard, “ready-made” interaction technology, but it must be built as experience is gained on the basis of theoretical developments and own intuition; 2) direct application of most of the acquired knowledge, skills and abilities is possible only in a situation of professional communication and is limited outside professional sphere life activity.

What makes the training of students especially unique is that the psychologist’s personality is greatly influenced by communication in the “psychologist-client” situation, regardless of whether this situation is real or played out in a practical lesson. Such influence is associated with the process of reflecting oneself in another, the opportunity to see oneself through the eyes of another person, with the gradual cumulative formation of personality as a social quality based on the information received. During the period of study at a university, psychologists’ indicators of sociability, expressiveness and a number of others increase; students gain experience in communication, which compensates for secrecy and isolation in external manifestations.

Many researchers note the complex, contradictory nature of the professional development of psychologists during their university studies. To systematize the difficulties of professional development of psychology students, one can rely on the structure of their professionalism: cognitive, self-esteem, everyday components and a component of professional experience. In the content of the cognitive component, such difficulties include: 1) gaps in ideas about theories and confusion of theoretical concepts of various psychological approaches, the lack of an integral system of special scientific terminology; 2) underdevelopment of professional thinking; 3) an understanding of the mission of a psychologist that is inadequate to the meaning of the profession; 4) the image of the client either does not correspond to the meaning of the profession [Ibid.], or, for all its complexity and detail, contains considerable inclusions of everyday observations. Within the self-esteem component: 1) a feeling of dissatisfaction with oneself, insufficient correspondence of one’s “I” to the profession; 2) dependence on the teacher’s opinion. In the content of the everyday component: focus more on emotional and personal interaction, and not on communication in the space of the future profession. Within the “practical experience” component: 1) difficulties in choosing one’s professional line, psychological paradigm, one’s own work style; 2) the narrowness of practical psychological skills.

These difficulties determine the contradictions in the professional development of psychology students: 1) related to the content of cognitive and self-esteem components - between unrealistic ideas about future professional activity and interest in practicing psychology; between students' competence and their lack of recognition

themselves as professionals; 2) due to the content of cognitive and everyday components - the profession of a psychologist is attractive because of the opportunity to solve one’s own problems, and higher psychological education does not perform a psychotherapeutic function; 3) arising between the cognitive component and the component of practical experience: students define psychology as a fundamental science, but focus on the sphere of practical psychological activity; strive to engage in psychology, but do not know the demand for psychological services, and experience difficulties in finding a job in their specialty; 4) between the content of the self-assessment component and the “practical experience” component - students are motivated to engage in psychological activities, but at the same time achieving their own professionalism is considered a very distant prospect; 5) in the content of self-esteem, everyday components and the “practical experience” component - the choice of the profession of a psychologist is made by people with psychological problems, and upon graduation, a specialist should be formed without psychological, subjective difficulties.

The reasons for the complex, contradictory nature of the professional development of student psychologists are rooted both in the external environment and in the internal plane of the individual as a subject of professional development. An analysis of studies that in one way or another touch upon internal variables shows that it is the latter that determine psychology students’ experiences of disharmony, inconsistency, difficulties in communicating with others, including close people, which in turn cannot but affect the process of professional development during the period of study in university

In the first years, ideas about study and profession are not interconnected. The image of a professional is blurred, is not oriented towards an external assessment of activity, and is filled with combinations of knowledge with qualities that ensure the process of acquiring knowledge. Students, according to our own research data, view the professional self-realization of a psychologist as change, improvement of themselves and other people in the process psychological impact. This is due to the fact that they are focused primarily on mythologized ideas about psychology and psychologists, on the active “introduction of psychology into life.” This approach is accompanied by a generally inflated self-esteem of one’s professional skills, although the image of “I” is far from the image of a professional and is not part of the structure of professional self-awareness.

Second-year students are rethinking their professional intentions, which indicates a situation of destruction of expectations towards themselves and the profession. According to our data, professional self-realization of a psychologist is seen by 2nd-3rd year students no longer as influence, but as interaction with other people through certain psychological knowledge, skills and abilities. They assert that only in the case

if the psychologist accepts himself, then he can provide psychological assistance to the client. However, the psychologist's ideal is still "self-government." Apparently, the rejection of the manipulative, “influencing” approach in relation to the client occurs earlier than in relation to oneself, which we can interpret as: 1) concretization of the general pattern of the formation of first ideas about others, and then about oneself; 2) the great importance of the motive of helping oneself as the basis for choice and affirmation in the profession of a psychologist, which, not finding complete satisfaction, is repressed and ceases to be conscious.

By the time of transition to senior years, there is a harmonization of ideas about study and the profession, an awareness of one’s own role in acquiring professional skills and building the future. The qualities that characterize the practical aspect of activity and interaction with the client become more significant. According to our data, professional self-realization is seen by 4th-5th year students as the embodiment of oneself in the profession, personal and professional growth in the process of solving goals and tasks that meet personal interests, and social function professions. The image of a professional becomes real and achievable, more focused on the personality of the psychologist [Ibid]. However, 5th year students graduate with a feeling of dissatisfaction with themselves and differ significantly from professionally successful psychologists in motivational, intellectual and personal characteristics.

The complex, contradictory nature of the professional development of student psychologists is both the basis of professional development and threatens the stability of the system of professional development, both during the study at the university itself and after it (in the form of professional destruction, etc.). At the same time, the destabilizing role of the identified contradictions requires both comprehension and practical actions to overcome them, identifying ways of competent psychological and pedagogical implementation of these actions.

List of sources used

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2. Belova D.E. Meaningful future in the context of professional self-determination of psychology students. - Author's abstract. diss. ...cand. psychol. Sciences: 19.00.01. - Ekaterinburg, 2004. - 26 p.

3. Belokrylova G.M. Professional development of psychology students. - Dis. ...cand. psychol. Sciences: 19.00.05. - M., 1997. - 189 p.

4. Bukina A. A. Dynamics of intrapersonal conflicts of student psychologists in the process of studying at a university. - Diss. . Ph.D. psychol. Sciences: 19.00.07. - Stavropol, 2005. -175 p.

5. Varfolomeeva T.P. Dynamics of educational and professional attitudes of psychology students in the process of professional training at a university. - Diss. . Ph.D. psychol. Sciences: 19.00.05. - Samara, 2004. - 230 p.

6. Gavrilova I.K. Features of the communicative sphere of psychology students and its development in the learning process - Diss. ...cand. psychol. Sciences: 19.00.07. - Irkutsk, 2004. -184 p.

7. Grigorovich L. A. Introduction to the profession of “psychologist”: textbook. allowance - M.: Garda-rika, 2004. - 192 p.

8. Grishchenko D.Yu. Motivation for choosing the profession of psychologist. - Author's abstract. diss. ...cand. psychol. Sciences: 19.00.01. - Krasnodar, 2003. - 17 p.

9. Dontsov A.I., Belokrylova G.M. Professional ideas of student psychologists // Issue. psychology. - 1999. - No. 2. - P. 42-49.

10. Korchalova N.D. Problems of university psychological education as perceived by students // University school, industry, international cooperation. Materials of the 2nd international. scientific-practical conf. In 2 parts. - Part 2. - Mins: BSU, 1998. - P. 9-11.

11. Lyubimova G.Yu. From freshman to graduate: problems of professional and personal self-determination // Vestn. Moscow un-ta. - Ser. 14. Psychology. - 2000. - No. 1. - P. 48-56.

12. Lyubimova G.Yu. “Internal picture” of the process of professional development of psychologists // Vestn. Moscow un-ta. - Ser. 14. Psychology. - 2001. - No. 4. - P. 57-66.

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14. Matveeva L.G. Formation of professional self-awareness of clinical psychologists. - Author's abstract. diss. . Ph.D. psychol. Sciences: 19.00.01. - M., 2004. - 24 p.

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Maslakov S. I.

DYNAMICS OF VALUE ORIENTATIONS OF A UNIVERSITY TEACHER AT THE BEGINNING OF EMPLOYMENT ACTIVITY

Voronezh Economics and Law Institute

The socio-economic transformations taking place in Russia have led to changes in the entire education system, and especially in vocational education. Changes in educational sphere put on the agenda numerous new problems related to the quality training of specialists with pedagogical education and their acquisition of the necessary professionally significant qualities and the development of professional values.

Teacher included in the system higher education, already in the first year of work he is faced with the need to adapt to the conditions of the profession. In this regard, it seems interesting to trace how quickly the teacher’s value system is rebuilt to the conditions of teaching activity (if there are changes, what are they and are they significant).

Touching upon the problem of value orientations, we inevitably face the need to consider the problem of personality. It should be noted that currently there are many different theories and explanations of such a phenomenon as personality. For us the most important are

In pedagogical science the concept Professional development is defined as the “shaping” of the personality, adequate to the requirements of professional activity.

Professional development occupies an important place in the life of every person. If this process is considered in time, then it takes up most of a person’s life from choosing a profession to the senior level secondary school until the end of professional activity. Moreover, professional development is a long, multi-year, almost endless process, which implies the possibility of unlimited human development. This process is associated with different goals and has different content at different age stages. Depending on the chosen profession, the process of professional development has its own characteristics. This is how the profession of a teacher is classified according to the classification of E.A. Klimov to the type of professions “person - person”. The subject of interest, recognition, service, transformation in this type of professions are social systems, communities, groups of people and therefore professional development occurs in the process of communication, activity and other types of activity.

Before discussing these processes and their role in the development of a teacher, let’s try to answer the question: What is “professional development of a teacher”?

Let's consider theoretical approaches to defining the concept of “professional development of a teacher.” Its origins are in the concepts of “becoming”, “formation of personality”. In science there is a problem of defining the concept of “becoming”. Many scientists equate the concepts of “becoming” and “development” or partly try to find a reflection of one in the other.

Thus, “becoming” in the “Explanatory Dictionary of the Russian Language” is defined as “the emergence, formation of something in the process of development.” Therefore, from the point of view of this definition, the process of formation is one of the components of the development process.

In the studies of V.I. Slobodchikova considers the process of formation as a component of the development process. The scientist notes that the category “development” simultaneously contains at least three processes: formation, formation, transformation. Becoming is “a transition from one specific state to another - a higher level; the unity of what has already been accomplished and what is potentially possible.” Formation – design (“taking shape”) and improvement; unity of purpose and result of development - mainly relates to socio-cultural structures. Transformation - self-development and a change in the main vector of life, a fundamental change - primarily relates to spiritual and practical structures. The anthropological meaning of the process of human formation, according to the scientist, lies in the formation of his subjectivity. It's about about a subject capable of not only implementing activity, but also “reflecting its foundations and means in the entirety of its normative structure.

Scientists have identified the following levels of teacher professional development:

the first level – the needs for self-education have not yet acquired specific content. As a rule, at this level, professional development is carried out under the influence of external conditions and objective requirements;

second level – goal setting becomes more specific. The teacher sets himself certain tasks for self-development. These tasks most often concern not the individual as a whole, but specific qualities and skills. Much still depends on circumstances;

third level - the teacher independently and comprehensively analyzes and formulates the goals of his own professional development, independently carries out planning, outlines means and methods of working on himself, carries out self-monitoring of intermediate and final results, clarification of goals and correction of actions.

E.F. Zeer defines the formation of personality as “a continuous process of purposeful progressive change in personality under the influence of social influences and one’s own activity.” External factors, influencing the process of personality formation, according to the author, are living conditions, external influences that determine the formation of personality through a person’s interactions with others through his activities in the environment.

Zeer E.F. identifies the following stages of professional development:

1. formation of professional intentions – conscious choice of profession;

2. vocational training – mastering a system of professional knowledge, skills, abilities, formation of socially significant and professional important qualities;

3. professionalization - adaptation to the profession, professional self-determination, acquisition of professional experience, development of personality traits and qualities necessary for the qualified performance of professional activities;

4. skill – high-quality, creative performance of professional activities.

Without denying the classification of phases of professional development by E.A. as having a right to exist. Klimov, in our work we adhere to the point of view of E.F. Zeer and the characteristics of the stages of professional training we devote the second chapter, professionalization and mastery - the third.

The culture of professional and personal self-determination includes, according to the authors:

· self-knowledge;

· choice of life and professional goals, values;

· mastering methods of planning, programming, decision-making in specific life and professional situations;

· mastering various methods and psychotechniques of self-development and self-determination;

· presence of developed reflection.

Thus, the culture of professional and personal self-determination, from their point of view, ensures the formation of a teacher as a self-developing personality.

The essence of the process of professional development lies in improving the personal, business and professional qualities of a teacher, as well as increasing the level of knowledge, skills and professional competencies necessary for the successful implementation of teaching activities.

Methodological basis

When considering the problem of personality formation, we are based on the methodological position of B.G. Ananyev, according to which personality development, on the one hand, “is an integration that is increasing in scale and levels - the formation of large “blocks”, systems or structures, the synthesis of which at a certain moment in life of a person acts as the most general structure of personality... On the other hand, the development of personality is also an ever-increasing differentiation of its psychophysiological functions, processes, states and personal properties, commensurate with progressive integration”1.
Theoretical basis the concept of professional development of the individual became the study of the personality and activities of K.S. Abulkhanova-Slavskaya, B.G. Ananyev, A. G. Asmolov, B. F. Lomov, N. N. Nechaev, G. V. Sukhodolsky, V. D. Shadrikov . The work of A. A. Bodalev, Yu. M. Zabrodin, E. A. Klimov, T. V. Kudryavtsev, A. K. Markova, L. M. Mitina, N. S. Pryazhnikov had a great influence on the design of the concept , S.N. Chistyakova.
For the theoretical analysis of psychological problems of professional personal development, the works of foreign scientists A. Maslow, J. Super, J. Holland are of particular interest.
Based on the study of the works of these researchers, the following conceptual provisions were identified:
professional development of an individual has historical and sociocultural conditionality;
the core of professional development is the development of personality in the process of vocational training, mastering a profession and performing professional activities;
the process of professional development of an individual is individually unique and unique, but qualitative features and patterns can be identified in it;
professional life allows a person to realize himself, provides the individual with opportunities for self-actualization;
the individual trajectory of a person’s professional life is determined by normative and non-normative events, random circumstances, as well as the person’s irrational drives;
knowledge of the psychological characteristics of professional development allows a person to consciously design his professional biography, build, create his own history.
The methodological basis for designing the concept was the principles of systemic, personal-activity, event-based approaches to professional development, the humanistic theory of self-actualization and self-realization of the individual.

Key Concepts

The key concepts of the concept are “personality”, “professional activity”, “professional development of personality”, “profession” and “professional self-determination”. Let's consider the interpretation of these concepts.
In psychology, there are different definitions of personality. In humanistic psychological concepts, personality is a person as a value for the sake of which the development of society is carried out.
Psychologists with a biogenetic orientation consider personality as an individual with certain anthropogenetic properties (inclinations, temperament, biological age, gender, body type, neurodynamic properties of the brain, etc.), which go through various stages of maturation as the phylogenetic program of the species is implemented in ontogenesis.
Representatives of the sociogenetic orientation interpret personality through the prism of human socialization, mastery of social norms and roles, the acquisition of social attitudes and value orientations, the formation of social and national character.
Scientists of personogenetic orientation analyze personality in the process of its self-realization, personal choice, and constant search for the meaning of life. Great importance is attached to the activity of the individual, his creative orientation, and individuality.
We will authentically understand the individual as a subject of social relations and active work endowed with properties, qualities, abilities that allow one to realize oneself.
The concept of professional development of personality in psychology has not yet been established. We will understand formation as a process of progressive personality change under the influence of social influences, professional activity and personal activity aimed at self-improvement and self-realization. Becoming necessarily presupposes the need for development and self-development, the possibility and reality of its satisfaction, as well as the need for professional self-preservation.
The movement of the individual in the space and time of professional work is called the professional formation of the subject of activity. Thus, the professional development of a subject is part of a person’s ontogenesis from the beginning of the formation of professional intentions to the end of active professional activity.
Leading activity plays a decisive role in the development of personality. Recognition of the personality-forming function of leading activity inevitably leads to the identification in the continuous process of personality formation of a period associated with the choice, preparation for implementation and performance by an adult of one type of activity - professional. The transformation of professional activity into a leading one depends on socio-economic relations, the social situation, and the position of the individual. This period occupies most of a person’s life. The trajectory of a person’s destiny, his happiness, well-being, life satisfaction, physical and mental health are largely determined by satisfaction with the content of professional activity, the individual’s attitude towards it, and the level of professional achievements. We can say that for most people, professional activity becomes the basis for personal development in adulthood.
Professional activity is social significant activity, the implementation of which requires special knowledge, abilities and skills, as well as professionally determined personality qualities. Depending on the content of work (subject, purpose, means, methods and conditions), types of professional activity are distinguished. The correlation of these types with the requirements placed on a person forms professions.
A profession is a socially valuable area of ​​application of a person’s physical and spiritual strength, allowing him to receive in return for the labor expended the necessary means for existence and development.
The changes that occur to an individual in the process of preparation, mastery of professional activity and its independent implementation lead to the formation of an individual as a specialist and professional.
A specialist is a professionally competent worker who has the knowledge, skills, qualities, experience and individual style of work necessary for high-quality and productive performance of work.
A professional is an employee who, in addition to knowledge, skills, qualities and experience, also has certain competence, the ability to self-organize, responsibility and professional reliability. A professional is able to detect a problem, formulate a problem and find a way to solve it. Professionals form the basis of participatory organizational structure enterprises, institutions aimed at development.
The conceptual concept of our research is professional self-determination, which is interpreted as an independent and conscious coordination of a person’s professional and psychological capabilities with the content and requirements of professional work, as well as finding the meaning of the activity performed in a specific socio-economic situation.
E.A. Klimov, analyzing the concept of “professional self-determination,” emphasizes that this is not a one-time act of decision-making, but constantly alternating elections. The most relevant choice of profession becomes in adolescence and early youth, but in subsequent years the problem of revision and correction of a person’s professional life arises1.
Professional development of a person enriches the psyche, fills a person’s life with special meaning, and gives significance to a person’s professional biography. But, like any developing process, professional development is accompanied by destructive changes: crises, stagnation and personality deformations. These destructive changes cause discontinuity and heterochrony (unevenness) of a person’s professional development and are normative and non-normative in nature. Professional development is necessarily accompanied by accidents, unforeseen circumstances, which sometimes radically change the trajectory of a person’s professional life.

Historical conditionality of professional development

The problem of professional development became relevant at the beginning of the 20th century. Until this time, there was no free choice of profession. The professional life of people was limited by class traditions, as well as the patriarchal structure of society. The Industrial Revolution led to the emergence of a labor market and new professions. Huge masses of people are faced with the problem of finding a job and being professionally prepared for it.
The changed historical situation has radically expanded the world of professions. New tools and means of labor required qualified workers capable of performing labor functions efficiently and productively for many years. F. Taylor's system has become widespread in labor organization. In addition to the rationalization of labor operations, it attached great importance to the professional suitability of the employee. The choice of profession becomes relevant. The solution to the issues of professional self-determination and professional suitability led to the emergence of a new field of applied psychology - psychotechnics (Sh.51ern, 1.Mi81erber, R.Parson), and in the 1920s. - labor psychology. The main attention was paid to the adaptation of man to technology and production technology.
Approval of democratic principles of production organization, humanistic theories about the role of labor that arose in the 70s. of our century in developed countries, have led to a rethinking of the concept of professionalization of the individual. The interaction between personality and profession began to be considered the core of professional development. In the process of mastering a profession and especially performing professional activities, structural changes occur both in the personality of the worker and in the structure of the activity itself, i.e. professionalization of the individual leads to a change in the nature and content of the profession.

Determination of professional development of personality

In the process of professional development, contradictions of two kinds arise: 1) between the individual and the external conditions of life; 2) intrapersonal. The main contradiction that determines the development of personality is the contradiction between the existing properties, qualities of the individual and the objective requirements of professional activity.
In the formation of personality, staged and so-called functional development are distinguished, carried out within a certain stage and leading to the quantitative accumulation of qualitatively new elements that form a potential reserve.
The creation of internal potential for professional development of a specialist is the result of active interaction of the individual with socio-professional groups and means of labor. At the same time, the psyche is enriched. The result of activity is not only the creation of material and spiritual values, but also the development of personality.
It should be noted that not every professional activity develops personality. There are many professional types of work that do not enrich the personality, but, on the contrary, deform it.
Much depends on the individual himself, on his attitude to professional work. By performing this or that work, relating to it in a certain way, a person reproduces new properties and qualities in himself. In the process of professional development, they are combined with existing properties, as well as with each other, forming complexes of qualities.
Education, professional knowledge and skills, general and special abilities, socially significant and professionally important qualities constitute the professional development potential of a specialist. The realization of potential depends on many factors: the biological organization of a person, the social situation, the nature of professional activity, the activity of the individual, his need for self-development _„ and self-actualization. But the leading factor in the professional development of an individual is a system of objective requirements for him, determined by professional activity, in the process of which new properties and qualities arise. A change or restructuring of the methods of its implementation, a change in attitude towards leading activities determine the staged nature of personality development.
In professional development, socio-economic conditions, socio-professional groups and the activity of the individual themselves are also of great importance. A person’s subjective activity is determined by a system of persistently dominant needs, motives, interests, orientation, etc.
The study of scientific literature made it possible to define professional development as the formation of professional orientation, competence, socially significant and professionally important qualities and their integration, readiness for constant professional growth, the search for optimal methods for high-quality and creative performance of activities in accordance with the individual psychological characteristics of a person.
Professional development involves the use of a set of methods of social influence on an individual developed over time, including it in a variety of professionally significant types of activity (cognitive, educational and professional, etc.) in order to form in it a system of professionally important knowledge, skills, qualities, forms of behavior and individual ways of performing professional activities. In other words, professional development is the “shaping” of a personality that is adequate to the requirements of professional activity.
The determination of professional development of an individual is interpreted differently by different psychological schools. Socio-psychological theories consider professional development as a result of social selection and socialization preceding the choice of profession. Randomness is given great importance. Psychodynamic theories consider instinctive impulses and emotionally charged experiences gained in early childhood as determinants of professional development. An important role is played by the real situation in the world of professions, which is observed by the individual in childhood and early adolescence. Representatives of developmental psychology consider the child’s previous (before choosing a profession) education and mental development to be factors in professional development.
L.M. Mitina identifies two models for the formation of professional activity:
an adaptive model in which a person’s self-awareness is dominated by the tendency to subordinate professional work to external circumstances in the form of fulfilling instructions, algorithms for solving professional problems, rules, norms;
a model of professional development, which is characterized by the ability of an individual to go beyond the boundaries of established practice, turn their activities into the subject of practical transformation, and thereby overcome the limits of their professional capabilities.
The adaptive model reflects the formation of a specialist who is a bearer of professional knowledge, skills and experience. The model of professional development characterizes a professional who is proficient in professional activities as a whole, capable of self-design and improvement.
The driving forces of specialist development are the contradictions between the increasingly complex demands of professional work and individual style, experience and abilities. The main driving force for the development of a professional is the intrapersonal contradiction between the “acting self” and the “reflected self.” The experience of this contradiction encourages the professional to search for new ways of self-realization1.
The nature of professional work is important in determining the professional development of an individual. Monotonous, monotonous, algorithmic work contributes to the professional development of an employee only at the stages of professional training and adaptation. Subsequently, professional stagnation sets in. Diverse, non-algorithmic work provides great opportunities for the professional development of a specialist and the formation of a professional.
The study of the patterns of professional development in domestic psychology led to the determination of the determination of this process, objective and subjective factors. The active, producing principle is considered to be objective circumstances - socio-economic conditions, and the consequence of the reflection of these influences is changes in subjects.
The position about the primacy of social determination of personality development does not mean completely ignoring the biological characteristics of a person. In Russian psychology, the influence of a person’s biological essence on personal development is recognized. Its impact on the pace and level of development is especially emphasized.
To what extent does biological development determine the formation of personality? Domestic psychologists answer this question differently. Some attach greater importance to heredity in the determination of mental properties, others less. A.V. Brushlinsky, who specially analyzed the problem of the prerequisites for mental development of the individual, came to the conclusion that in the early stages of ontogenesis the biological acts as internal conditions of development. As personality develops, the influence of external (social) factors increases. In this case, external causes act indirectly through internal conditions. The professional development of a specialist is mainly determined by external influences. However, it cannot be directly derived from external conditions and circumstances, since they are always refracted in a person’s life experience, individual mental characteristics, and mental makeup. In this sense external influence is mediated by internal conditions, which include the uniqueness of the individual’s psyche, his social and professional experience.
In the process of becoming a professional, increasing the scale of personality, the subject increasingly acts as a factor in his development, change, transformation of objective circumstances in accordance with his personal properties. In other words, a professional can consciously change his professional biography, engage in self-development, self-improvement, but in this case, this process is motivated by the social environment and economic conditions of life.
In the very general view the determination of the professional development of the individual is presented in Fig. 1.
The influence of the considered factors on the scenario (trajectory and pace) of a person’s professional development depends on age, gender and stages of development. Hypothetically, the following most common scenarios can be identified:
1. Smooth, conflict-free and crisis-free professional development within one profession.
2. Accelerated development in the initial stages of formation, followed by stagnation and decline. As a rule, it is also implemented within the framework of one profession.
3. Stepwise, spasmodic personal and professional development, leading to peak achievements (not necessarily within the same profession) and accompanied by crises and conflicts of professional development.
Changes in the pace and vector of development occur mainly when the stage of formation changes. Changes in the social situation of development, leading activities and the individual’s own activity are of decisive importance. Each of the three main options for becoming has various versions. In Fig. 2 - 4 show the basic trajectories of formation.
In conclusion, it should be emphasized that the decisive importance in the professional development of an individual belongs to her professional activity; socio-economic conditions play an important role; biological factors serve as prerequisites for professional development, influence its pace, as well as professional suitability and effectiveness.

On the interaction of individual, personal and professional development of a person

The characteristics of a person as an individual are determined by his biological characteristics: heredity, characteristics of the body, state of health, physical and mental energy. Individual characteristics influence the pace and level of development of a person both as an individual and as a professional. The leading personal characteristics of a person include his relationships, motives, intelligence, and emotional-volitional sphere. They indirectly, indirectly influence individual development and mainly determine professional development. The level of a person’s professional achievements is determined by both individual characteristics and personal characteristics.
Real scenarios of human life are very diverse. Depending on the relationship between the rates of different types of development, A.A. Bodalev identifies the following scenarios for the development of an adult:
1. Individual development is significantly ahead of personal and professional development. This ratio reflects the weak development of a person as an individual and as a worker. There are no interests, inclinations or abilities for any activity, professional preparedness is not expressed, low level of ability to work.
2. Personal development person is more intense than individual and professional. This is manifested in caring attitude towards environment, people, objects of material and spiritual culture, attachment to family, etc. Physical health and professional achievements are in the background.
3. Professional development dominates over the other two “hypostases” of a person. The priority of professional values, total absorption in work are the characteristics of the so-called workaholics.
4. Relative correspondence of the pace of individual, personal and professional development. This is the optimal ratio that determines the realization, the “fulfillment” of a person’s self.
Biological factors have a decisive influence on individual development, mental characteristics and leading activities on personal development, and socio-economic factors and leading (professional) activities on professional development. All three types of development are interconnected, and if we take into account that development is uneven, then each person has his own unique development trajectory. The content of professional activity has a great influence on individual scenarios of professional development. Professional achievements, satisfying the needs for self-affirmation, lead to a restructuring of professional self-awareness, influence the system of motives, relationships and value orientations, and ultimately initiate a restructuring of the entire personality structure. In some cases good physical development becomes a condition and incentive for high professional activity and the basis for successful personal growth.
Summarizing the above reasoning, we can state that the individual, personal and professional development of a person in individual life interact and generate wide range professional life scenarios. The peak achievements of a person are located at different stages of professional development of the individual.

Stages of professional development

Professional development covers a long period of a person’s life (35 - 40 years). During this time, life and professional plans, there is a change in the social situation, leading activity, and a restructuring of the personality structure. Therefore, there is a need to divide this process into periods or stages. In this regard, the question arises about the criteria for identifying stages in the continuous process of professional development.
T.V. Kudryavtsev, one of the first domestic psychologists who deeply studied the problem of professional development of the individual, chose the individual’s attitude to the profession and the level of performance of activities as criteria for identifying stages. He identified four stages:
1) the emergence and formation of professional intentions;
2) professional education and preparation for professional activity;
3) entering the profession, actively mastering it and finding oneself in the production team;
4) full realization of personality in professional work".
E.A. Klimov justified the following professionally oriented periodization:
1) option stage (12 - 17 years) - preparation for the conscious choice of a professional path;
2) stage of professional training (15 - 23 years) - mastering the knowledge, skills and abilities of future professional activity;
3) stage of development of a professional (from 16 to 23 years old until retirement age) - entry into the system of interpersonal relations in professional communities and further development of the subject of activity2.
In a later periodization of the life path of a professional, E.A. Klimov offers a more detailed grouping of phases:
option - the period of choosing a profession in an educational and vocational institution;
adaptation - entering a profession and getting used to it;
internalization phase - acquiring professional experience;
skill - qualified performance of labor activity;
the authority phase is when a professional achieves high qualifications;
mentoring - the transfer of experience by a professional3.
Without claiming a strict scientific differentiation of a person’s professional life, E.A. Klimov offers this periodization for critical reflection.
A.K. Markova chose the levels of professionalism of an individual as a criterion for identifying the stages of becoming a professional. It distinguishes 5 levels and 9 stages:
1) pre-professionalism includes the stage of initial familiarization with the profession;
2) professionalism consists of three stages: adaptation to the profession, self-actualization in it and fluency in the profession in the form of mastery;
3) super-professionalism also consists of three stages: fluency in a profession in the form of creativity, mastery of a number of related professions, creative self-design of oneself as an individual;
4) unprofessionalism - performing work according to professionally distorted standards against the background of personality deformation;
5) post-professionalism - completion of professional activity.
The periodization of J. Super, who identified five main stages of professional maturity, has received wide recognition abroad:
1) growth-development interests, abilities (0-14 years);
2) research - testing one’s strengths (14 - 25 years);
3) approval - professional education and strengthening of one’s position in society (25 - 44 years);
4) maintenance - creation of sustainable professional status(45 - 64 years old);
5) decline - decrease in professional activity (65 years or more)2.
From a brief analysis of the periodizations of professional development of an individual, it follows that, despite the different criteria and grounds for differentiating this process, approximately the same stages are distinguished. The logic of the concept of professional development that we are developing determines the legitimacy of generalizing the analysis performed.
Since the choice of professional work and the development of a specialist are influenced by socio-economic factors, it is legitimate to choose a social situation that determines the individual’s attitude to the profession and professional communities as the basis for dividing a person’s professional development.
The next basis for differentiation of professional development is leading activity. Its mastery and improvement of methods of implementation lead to a radical restructuring of the personality. It is obvious that activities carried out at the reproductive level make different demands on the individual than partially exploratory and creative ones. Psychological organization of personality young specialist, mastering professional activity, undoubtedly differs from the psychological organization of the professional’s personality. It should be borne in mind that the psychological mechanisms for the implementation of specific activities at the reproductive and creative levels are so different that they can be classified as different types of activity, i.e. the transition from one level of activity performance to another, higher one, is accompanied by a restructuring of personality.
Thus, it is justified to take the social situation and the level of implementation of leading activities as the basis for identifying the stages of professional development of an individual. Let's consider the influence of these two factors on the professional development of an individual.
1. The beginning of this process is the emergence of professionally oriented interests and inclinations in children under the influence of relatives, teachers, role-playing games and educational subjects (O-12 years).
2. Then follows the formation of professional intentions, which ends with a conscious, desired, and sometimes forced choice of profession. This period in the formation of personality is called option. The peculiarity of the social situation of development is that boys and girls are at the final stage of childhood - before the start of independent life. The leading activity is educational and professional. Within its framework, cognitive and professional interests are formed, life plans are formed. The professional activity of an individual is aimed at finding his place in the world of professions and is clearly manifested in deciding the issue of choosing a profession.
3. The next stage of development begins with admission to a vocational educational institution (vocational school, technical school, university). The social situation is characterized by a new social role of the individual (student, student), new relationships in the team, greater social independence, political and civil coming of age. Leading activity is professional-cognitive, focused on obtaining a specific profession. The duration of the vocational training stage depends on the type of educational institution, and in the case of entering work immediately after graduation, its duration can be significantly reduced (to one or two months).
4. After graduation, the stage of professional adaptation begins. The social situation is changing radically: a new system of relations in a production team of different ages, a different social role, new socio-economic conditions and professional relations. The leading activity becomes professional. However, the level of its implementation, as a rule, is of a normative and reproductive nature.
The professional activity of the individual at this stage increases sharply. It is aimed at social and professional adaptation - mastering the system of relationships in a team, a new social role, acquiring professional experience and independently performing professional work.
5. As the person masters the profession, he becomes more and more immersed in the professional environment. The implementation of activities is carried out in relatively stable and optimal ways for the employee. Stabilization of professional activity leads to the formation of a new system of relationships of the individual to the surrounding reality and to himself. These changes lead to the formation of a new social situation, and professional activity itself is characterized by individual, personality-based technologies of implementation. The stage of primary professionalization and the formation of a specialist begins.
6. Further training, individualization of technologies for performing activities, development of one’s own professional position, high quality and labor productivity lead to the transition of the individual to the second level of professionalization, at which the formation of a professional occurs.
At this stage, professional activity gradually stabilizes, the level of its manifestation is individualized and depends on the psychological characteristics of the individual. But in general, each employee has his own stable and optimal level of professional activity.
7. And only a part of workers who have creative potential, a developed need for self-fulfillment and self-realization, moves to the next stage - professional mastery and the formation of acme professionals. It is characterized by high creative and social activity of the individual, a productive level of professional activity. The transition to the stage of mastery changes the social situation, radically changes the nature of professional activity, and sharply increases the level of professional activity of the individual. Professional activity is manifested in the search for new, more effective ways of performing activities, changing established relationships with the team, attempts to overcome, break traditionally established management methods, dissatisfaction with oneself, and the desire to go beyond oneself. Achieving the heights of professionalism (acme) is evidence that a person has matured.
Thus, in the holistic process of professional development of an individual, seven stages are distinguished (Table 4).

Table 4

The transition from one stage of professional development to another means a change in the social situation of development, a change in the content of leading activities, the development or assignment of a new social role, professional behavior and, of course, personality restructuring. All these changes cannot but cause mental tension of the individual. The transition from one stage to another gives rise to subjective and objective difficulties, interpersonal and intrapersonal conflicts. It can be argued that the change of stages initiates normative crises in the professional development of the individual.
We examined the logic of professional development within one profession, however, according to the Ministry of Labor Russian Federation, up to 50% of workers change the profile of their professions during their working life, i.e. the sequence of stages is disrupted. In conditions of increasing unemployment, a person is forced to repeat certain stages due to newly emerging problems of professional self-determination, professional retraining, adaptation to new profession and a new professional community.
In this regard, there is a need to create new technologies for professional development and personality development, focused on the constantly changing labor market, developing professional mobility and increasing the competitiveness of workers.

Professionally determined structure of activity: conceptual model

According to A.N. Leontiev’s definition, activity is a developing system that has a structure, its own internal transitions and transformations. The activity of each individual person depends on his place in society, on how it develops in unique circumstances. The nature and characteristics of the activity are determined by needs and motives, and its structure is ensured certain actions and operations. Thus, two sides are distinguished in activity: motivational-need and operational-technical. Needs are specified in a system of motives, which represent a complex hierarchy: basic, core motives and additional incentive motives. According to A.N. Leontyev, core motives acquire personal meaning for a person. An activity motivates a person to the extent that it acquires personal meaning for him.
The design of the conceptual model is based on the definition of activity given by V.V. Davydov: “Activity is a specific form of socio-historical existence of people, consisting in their purposeful transformation of natural and social reality. Any activity carried out by its subject includes a goal, a means, a transformation process and its result. When performing an activity, the subject itself changes and develops significantly”1.
When determining the professional structure of activity, we were based on models of activity developed by psychologists E.M. Ivanova, B.F. Lomov, G.V. Sukhodolsky, V.D. Shadrikov.
In the psychological structure of activity, three levels of generalization are distinguished:
specific activities and situations;
typical professional functions and tasks;
professional actions, abilities and skills.
Part of the theory of activity, which characterizes the development of activity and its components over time, taking into account the professionally determined nature of its dynamics, is praxeology.
An important position of praxeology is the recognition of self-development of any activity. It develops by functioning and functions by developing. The self-development of a specific activity consists in the generation of new, progressive elements to replace the existing old ones. The formation of an activity can be interpreted as the development of both the subject and the activity itself.
The professional development of the subject is expressed in the development of his personality and individuality through the acquisition of professionalism and the formation of an individual style of activity. In contrast to this process, the formation of professional activity is manifested in the development of its techniques and methods, improvement of technology, enrichment of methodological tools and expansion of the scope of its application.
As a result of the subject’s development, increasingly complex professional tasks become available to him. And as a result of the formation of activity, new tasks and ways to solve them are formed. This replenishes the subject area of ​​the profession, improves its technique and technology, system of knowledge and practical experience.
The dynamics of activity in the process of professional development was studied by N.S. Glukhanyuk1.
At the stage of option, the educational and professional activity that the optant chooses is not always reflected by an adequate idea of ​​its social significance, methods of professional training, area of ​​distribution, working conditions, and material benefits. The optant’s understanding of the content of professional activity, as a rule, is quite superficial.
The development of activity at the stage of professional training occurs from educational-cognitive to educational-professional and from there to real professional activity.
The existing system of professional training sees its goal in the formation of educational and cognitive activity: its motivation, methods of acquiring and monitoring knowledge, skills, abilities. The efforts of students are directed towards its mastery. A contradiction arises between the purpose of training and the results of professional training. The purpose of training is the mastery and development of educational and cognitive activities, the result of professional training is the mastery of professional activities.
Overcoming this contradiction is possible by changing the activities of students, taking into account its development. The implementation of developing professionally oriented activities determines the choice of adequate developmental and evolving learning technologies.
At the adaptation stage, there is an active development of activity through mastery of the performing part of normatively approved professional activity. Performance professional functions leads to the formation of skills and abilities. The development of activity at this stage is related to the level of skills.
The stage of primary professionalization is characterized by the formation of blocks of integrative elements of activity, the so-called activity modules, which are formed as the performing part is improved in the process of its development. The formation of such large blocks leads to the development of the most stable individual style of performing activities. As a rule, the formation of a specialist ends with the stabilization of normatively approved activities.
At the stage of secondary professionalization, the formation of flexible integrative constellations occurs, which are an alloy of professional skills and qualities necessary for a wide range of specialties and related professions. Highly qualified, high-quality activities are characteristic of a professional.
At the stage of mastery, the development of activity leads to a new qualitative level of its implementation - creative. The features of this level are the mobility of activity when its structural and functional elements are formed, the search for new tools, their development and improvement, self-design of activity, and the development of its research component.
The mechanism for the development of professional activity outwardly looks like an individual and social evolution of its structure, which leads to noticeable progress in activity. The essence of this phenomenon lies in the movement of social and personal needs that determine the dynamics of professional motives, the emergence of new and transformation of known goals, the modification of professional technologies, and the development of new means of labor.
The definition of self-development of activity as a creative process (Ya. A. Ponomarev) allows us to assume the fundamental possibility of achieving its peaks (acme) - the stage of mastery. However, an objective possibility becomes reality only if there is a subjective need for self-actualization. Therefore, along with the formation of an activity, it is necessary to consider the development of its subject, the formation of which is initiated by the developing components of the activity.

Professionally determined personality structure

In psychology, there are different definitions of personality, formulated by different scientific directions. Naturally, each psychological school substantiates its own personality structure. Based on the understanding of personality as a subject of social relations and active activity, we designed a four-component personality structure.
1. In fundamental works L.I. Bozhovich, V.S. Merlina, K.K. Platonova It has been convincingly shown that the system-forming factor of personality is orientation. Orientation is characterized by a system of dominant needs and motives. Some authors also include relationships, value orientations and attitudes in their orientation. Theoretical analysis made it possible to identify the components of professional orientation: motives (intentions, interests, inclinations, ideals), value orientations (meaning of work, wages, welfare, qualifications, career, social status, etc.), professional position (attitude to the profession, attitudes, expectations and readiness for professional development), social and professional status. At different stages of development, these components have different psychological content, determined by the nature of the leading activity and the level of professional development of the individual.
2. The second substructure of the subject of activity is professional competence. In explanatory dictionaries, competence is defined as awareness and erudition. Professional competence is understood as a set of professional knowledge, skills, as well as methods of performing professional activities. Main components professional competence are:
socio-legal competence - knowledge and skills in the field of interaction with public institutions and people, as well as mastery of professional communication and behavior techniques;
special competence - preparedness to independently perform specific types of activities, the ability to solve typical professional tasks and evaluate the results of one’s work, the ability to independently acquire new knowledge and skills in the specialty;
personal competence - the ability for constant professional growth and advanced training, as well as self-realization in professional work;
autocompetence - an adequate understanding of one’s socio-professional characteristics and mastery of technologies for overcoming professional destruction.
A.K.Markova identifies another type of competence - extreme professional competence, i.e. ability to act in suddenly complicated conditions, in case of accidents, violations technological processes.
In applied psychology, competence is often equated with professionalism. But professionalism is like highest level The performance of activities is ensured, in addition to competence, by professional orientation and professionally important abilities.
A study of the functional development of professional competence showed that at the initial stages of a specialist’s professional development, there is relative autonomy of this process; at the stage of independent performance of professional activities, competence is increasingly combined with professionally important qualities. The main levels of professional competence of the subject of activity are training, professional readiness, professional experience and professionalism.
3. The most important components of a person’s psychological activity are his qualities. Their development and integration in the process of professional development lead to the formation of a system of professionally important qualities. This is a complex and dynamic process of formation of functional and operational actions based on the psychological properties of the individual. In the process of mastering and performing activities psychological qualities gradually professionalize, forming an independent substructure.
V.D.Shadrikov Understands professionally important qualities individual qualities subject of activity, affecting the efficiency of activity and the success of its development. He also considers abilities to be professionally important qualities.
Thus, professionally important qualities are the psychological qualities of an individual that determine the productivity (productivity, quality, effectiveness, etc.) of activity. They are multifunctional and at the same time, each profession has its own ensemble of these qualities.
In the most general case, the following professionally important qualities can be identified: observation, figurative, motor and other types of memory, technical thinking, spatial imagination, attentiveness, emotional stability, determination, endurance, plasticity, perseverance, determination, discipline, self-control, etc.
4. The fourth professionally determined substructure of personality is professionally significant psychophysiological properties. The development of these properties occurs already in the course of mastering the activity. In the process of professionalization, some psychophysiological properties determine the development of professionally important qualities, while others, becoming professionalized, acquire independent significance. This substructure includes qualities such as hand-eye coordination, eye, neuroticism, extraversion, reactivity, energy, etc.
In research V.D.Shadrikova and his students, it is shown that in the process of professionalization of the individual, integrative ensembles (symptom-complexes) of qualities are formed. The composition of professionally determined ensembles is constantly changing, and correlations are strengthening. However, for each profession there are relatively stable ensembles of professional characteristics. In foreign professional pedagogy, they are elevated to the rank of key qualifications.
A theoretical justification for this group of professionally important qualities was made D. Martens based on taking into account the interrelation and interdependence of socio-economic and technical-economic production processes and the trend of using various types of computer technologies in production, management and the service sector1.
Key qualifications include abstract theoretical thinking; ability to plan complex technological processes; creativity, predictive abilities, ability to make independent decisions; communication skills; ability to work together and cooperate, reliability, efficiency, responsibility, etc.
Depending on the prevailing professionally important components in the structure of key qualifications, they can be classified into four distinct personality substructures. The professionally determined personality structure is reflected in Table 5.

Table 5

In the process of professional development, the content of substructures changes, the integration of components within each substructure occurs, the development of complex professionally determined constellations that integrate components of different substructures, which leads to the formation of key qualifications. The latter ensure competitiveness, professional mobility, productivity of professional activities, promote professional growth, advanced training and career development of a specialist.

Occupational deformities personalities

Research into the professional development of personality has allowed us to put forward the position that many years of performing any professional activity leads to the formation of personality deformations that reduce the productivity of implementation. labor functions, and sometimes complicating this process.
By professional deformations we mean destructive changes in personality in the process of performing an activity. The development of professional deformations is determined by many factors: multi-directional ontogenetic changes, age dynamics, content of the profession, social environment, vital events and random moments. The main psychological determinants of professional deformations include stereotypes of professional activity, psychological defense mechanisms, stagnation of professional development, psychophysiological changes, limits of professional development and character accentuations.
Each profession has its own ensemble of deformations. Research into the professional development of teachers has led to the identification of the following deformations: authoritarianism, pedagogical dogmatism, indifference, conservatism, role expansionism, social hypocrisy, behavioral transfer. Professional deformations are inevitable. Overcoming them involves the use of a variety of person-oriented technologies, corrections and means of prevention.

conclusions

A generalization of the theoretical analysis of professional development of the individual allows us to formulate the following conclusions:
1. Professional development is a productive process of personal development and self-development, mastering and self-designing professionally oriented activities, determining one’s place in the world of professions, realizing oneself in the profession and self-actualization of one’s potential to achieve the heights of professionalism.
2. Professional development is a dynamic process of “formation” of a personality, adequate activity, which involves the formation of professional orientation, professional competence and professionally important qualities, the development of professionally significant psychophysiological properties, the search for optimal ways of high-quality and creative performance of professionally significant activities in accordance with individual -psychological characteristics of the individual. The system-forming factor of this process at different stages of development is the socio-professional orientation, formed under the influence of the social situation, a complex of interconnected developing professionally significant activities and professional activity of the individual.
The transition from one stage of development to another is initiated by changes in the social situation, a change and restructuring of leading activities, which leads to the professional development of the individual, a crisis of his psychological organization, the formation of a new integrity, followed by disorganization and the subsequent establishment of a qualitatively new level of functioning, the center of which becomes professionally determined psychological neoplasms.
3. Professional development of an individual is a process of increasing the level and improving the structure of professional orientation, professional competence, socially and professionally important qualities and professionally significant psychophysiological properties through the resolution of contradictions between the current level of their development, the social situation and developmental leading activities.
The main changes in the structural components of a personality, indicating its professional development, are that at the stages of active mastery of activity, integral professionally significant constellations of various qualities and skills are formed. With the transition to another stage of formation, the structure-forming qualities change and new relationships are established.
4. The process of professional development is mediated by professionally significant activities and social situation. The dynamics of professional development are subordinated general patterns mental development: continuity, heterochrony, unity of consciousness and activity.
Continuity is manifested in the fact that the psychological new formations of each previous stage during the transition to new level functioning do not disappear, but are included in the composition of newly emerging psychological formations, the degree of their severity changes.
Heterochronicity is manifested in the fact that with the transition to the next stage, the grouping of interconnected socially and professionally important qualities and skills and the degree of their expression in the psychological organization of a person change. The study established that each stage of professional development is characterized by a specific psychological organization. Heterochrony is also manifested in the fact that during their professional life many workers have to change their place of work, as well as their profession. A change in work violates the logic of professional development of an individual.
The principle of the unity of consciousness and activity means that consciousness and activity are not opposite to each other, but also not identical, but form a unity. This principle allows, when studying professional activity, to clarify the psychological patterns of professional development of an individual.
5. The effectiveness of professional development of an individual depends on the following conditions: psychologically justified choice of profession; professional selection of optants who have an interest and inclination for the profession, developing their professional orientation; giving the content and technology of the vocational educational process in an educational institution a developmental character; consistent development by a specialist and professional of a system of interrelated activities.
At the initial stages of professional development, the contradictions between the individual and the external conditions of life are of decisive importance. At the stages of professionalization and especially professional mastery, contradictions of an intrasubjective nature, caused by intrapersonal conflicts, dissatisfaction with the level of one’s professional growth, and the need for further self-development and self-realization, take on leading importance. Resolving these contradictions leads to finding new ways of performing professional activities, changing specialty, position, and sometimes profession.
6. The transition from one stage of professional development to another is accompanied by crises. Since they are psychologically justified, we will call them normative. The collapse of professional intentions, termination of professional education, forced dismissal, retraining are also accompanied by crises (let's call them non-normative). It should also be noted that any professional activity deforms the personality, leading to the formation of socially and professionally undesirable qualities and character traits.

- this is a form of personal development of a person, considered through the prism of him. An indicator of professional development is formal criteria (specialist diploma, advanced training certificates, position) and informal ones (professional thinking, ability to use non-standard means to solve problems, demand for work).

It is obvious that professional development implies not only the improvement of work skills, but also the self-improvement of the individual. Comparing the positions of a novice specialist and a professional shows how a person changes: from a performer he becomes a creator, from the simple application of knowledge and skills he comes to analysis and critical assessment of the situation, from adaptation to creativity. Professional activity is a necessary and longest stage in the socialization of an individual.

Throughout life, a person goes through several stages of professional development:

• preliminary stage- a person gets a general idea of ​​the profession, realizes his own needs and abilities. Initially, he imitates professional interactions during the game, then receives information about professions and their features during school activities, during observation, in communication, at temporary jobs, etc. At the end of this stage, the young man moves on to the direct choice of his future profession;
• preparatory stage- a person receives secondary and higher vocational education, acquires the necessary knowledge, skills and abilities. During this stage, the young man tries himself as an intern, intern, or works and studies at the same time;
• adaptation stage- the beginning of professional activity, when a person acquires practical skills and algorithms of action, masters basic social roles, adapts to the rhythm, character, and characteristics of work;
• professionalization stage— the stage of transformation of a specialist into a professional, the process of improvement and self-disclosure of the subject of labor activity. In a strict sense, it is at this stage that professional development of the individual takes place, and all previous stages are only preparation for it; o stage of decreased activity - a decrease in professional activity associated with reaching retirement age.

Today, the preparatory stage of becoming a professional is of particular importance. Modern professional activities are highly complex, so the labor market needs highly qualified specialists who are well versed in the latest technologies.

It is also believed that a modern specialist should not be confined to his narrow specialization, but should be diversified, since the changing economic situation often leads to the need for rapid retraining, acquiring new skills or a related specialty. For these reasons, vocational education today is moving beyond the narrow framework " preparatory stage"and extends to subsequent stages, allowing you to continue learning throughout your life. Corresponds to these tasks modern conceptcontinuing education, implying that a person should not stop developing; he should be aware of technological innovations and the latest ideas in the professional field.

It is obvious that the personal development of a professional is possible only if there is positive motivation for professional activity, and the work itself causes a feeling of satisfaction.

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