Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)


For citation:

Tkacheva M. S. Interaction of Participants of Educational Process in Conditions of the Subject-Personal Approach. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2018, vol. 7, iss. 2, pp. 110-117. DOI: 10.18500/2304-9790-2018-7-2-110-117

This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
Full text:
(downloads: 107)
Language: 
Russian
Article type: 
Article

Interaction of Participants of Educational Process in Conditions of the Subject-Personal Approach

Autors: 
Tkacheva Mariay S., Saratov State University
Abstract: 

The article presents the data of the theoretical analysis of the problem of interaction between participants in educational process in the context of the subject-personal approach. The content of the concepts of subject-subjective and polysubjective interaction is analysed. Characteristics of the main directions of interaction in educational process are presented. The features of establishing psychological contact in various situations of interaction between participants in the educational process are described, and the phenomena of emotional and intellectual empathy are revealed as mechanisms for the formation and maintenance of the state of the contact. Furthermore, the essence of the subject-personal approach is revealed, and we submit for discussion the question about the goals and objectives of the participants in the interaction within its framework. The main directions of the personality development of a student in the context of the subject-personal approach in education are analysed. The author proposes the system of assignments in psychology for pedagogical practical training, aimed at comprehending and developing by apprentice students their subjective position in the educational process. The additional goal of developing these tasks was to increase the level of independence of students’ fulfilment of assignments in psychology for pedagogical practical training. The hypothesis of the research was the assumption that through the performance of creative tasks on the psychological self-analysis of activities, an apprentice student becomes aware of his/her own subjective position in interaction with the students. For several years, apprentice students were asked to perform the following creative tasks: “My emotional state during lessons” for the first pedagogical practical training (N = 217) and “My relationship with the class” for the second pedagogical practical training (N = 92). The results of application of these tasks for students of the following different pedagogical specialties are analysed: Physics, Russian language and literature, Foreign language, and Physical education. As manifestations of the subjective position of the apprentice students, we singled out the ways the students used to manage their mental state and ways of establishing contact and optimizing interaction with pupils. The applied aspect of the problem under investigation can be realized in the psychological and pedagogical practical trainings of educational organizations.

Reference: 

1. Yakimanskaya I. S. Osnovy lichnostno-orientirovannogo obrazovaniya [Foundations of Personally Oriented Education]. Moscow, 2014. 220 p. (in Russian). 2. Psikhologo-pedagogicheskoe vzaimodeystvie uchastnikov obrazovatel’nogo protsessa: uchebnik dlya akademicheskogo bakalavriata [Psychological and Pedagogical Interaction between Participants of Educational Process]. Ed. by A. S. Obukhov. Moscow, 2017. 422 p. (in Russian). 3. Dubrovina L. A. Sistemnyy podkhod v organizatsii vzaimodeystviya sub»ektov obrazovaniya [System Approach at Organizing of Interaction between Education Subjects]. Psikhologiya obucheniya [Educational Psychology], 2017, no. 2, pp. 5–11 (in Russian). 4. Kovshova E. S. Uchitel’ i uchenik: osnovy vzaimodeystviya i vzaimoponimaniya v sisteme obrazovaniya [Teacher and Pupil: Foundations of Interaction and Mutual Inderstanding at Educational System]. Sotsiologiya obrazovaniya [Sociology of Education], 2017, no. 4, pp. 41–59 (in Russian). 5. Zimnyaya I. A. Pedagogicheskaya psikhologiya [Pedagogical Psychology]. Moscow, 1999. 384 p. (in Russian). 6. Panov V. I. Nekotorye podkhody k metodologii razvivayushchego obrazovaniya [Some Approaches to Methodology of Developing Education]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 1998, no. 3–4, pp. 38–46 (in Russian). 7. Roslyakova N. I. Znachenie professional’noy individual’nosti v obespechenii effektivnosti truda pedagoga [Value Professional Individuality in the Effectiveness Labour of Teacher]. Pedagogicheskoe obrazovanie i nauka [Pedagogical Education and Science], 2017, no. 3, pp. 58–62 (in Russian). 8. Kozhevnikova M. N. Sub’ektnost’ uchenika i avtonomiya uchitelya: obrazovatel’no-filosofskiy analiz [Pupil’s Subjectivity and Teacher’s Autonomy: Educational and Philosophical Analysis]. Chelovek i obrazovanie [Man and Educatin], 2015, no. 1 (42), pp. 63–68 (in Russian). 9. Pligin A. A. Psikhologiya poznavatel’nykh strategiy shkol’nikov v individualizatsii obrazovaniya [Psychology of Pupils’ Cognitive Strategies in Individualization of Education]. Thrsis Diss. Dr. Sci. (Psychol.). Moscow, 2009. 56 p. (in Russian). 10. Pitskhelauri E. M., Kurisheva B. M. Professional’noe samoopredelenie studentov v sisteme vysshego pedagogicheskogo obrazovaniya [Students’ Professional Self- Determination at System of Higher Pedagogical Education]. Psikhologiya obucheniya (Educational Psychology), 2016, no. 1, pp. 68–72 (in Russian). 11. Goloshumova G. S., Chernova O. E., Timirov F. F., Ezhov K. S. Formirovanie avtonomnosti studentov v obrazovatel’nom protsesse vuza [Formation of Students’ Autonomy at University Educational Process]. Pedagogicheskoe obrazovanie v Rossii [Pedagogical education in Russia], 2017, no. 8, pp. 27–32 (in Russian). 12. Andrushchenko T. Yu., Arzhanykh E. V., Vinogradov V. L., Minyurova S. A., Fedekin I. N., Fedorov A. A. Problemy professional’noy adaptatsii molodykh pedagogov [Issues of Professional Adaptation in Young teachers]. Psikhologopedagogicheskie issledovaniya (Psychological Education), 2017, vol. 9, no. 2, pp. 1–16 (in Russian). DOI: 10.177/59/ psyedu.2017090201. 13. Tkacheva M. S. Formirovanie refl eksivnykh sposobnostey u studentov v protsesse izucheniya psikhologii kak odin iz putey gumanizatsii obrazovatel’nogo protsessa [Formation of Students’ Refl exive Abilities at Process of Studying Psychology as One of Ways of Educational Process Humanization]. In: Gumanizatsiya obrazovatel’nogo prostranstva: materialy mezhdunar. nauchn. konf. (Humanization of Educational Space: Materials of International Scientifi c Conference). Moscow, 2016, pp. 361–366 (in Russian). 14. Prokhorov A. O. Osobennosti psikhicheskikh sostoyaniy v obuchenii [Features of Psychical Stations at Teaching]. Psikhologicheskiy zhurnal (Psychological Journal), 1991, vol. 12, no. 1, pp. 47–54 (in Russian). 15. Safarova A. F. Psikhicheskie sostoyaniya mladshikh shkol’nikov i uchiteley v protsesse ikh vzaimodeystviya na uroke [Primary-Schoolchildren’ and Teachers’ Psychical Stations at Process of Their Interaction at Lesson]. In: Psikhologiya psikhicheskikh sostoyaniy: sb. st. [Psychology of Psychical Stations: Collection of Papers]. Iss. 3. Kazan, Naberezhnye Chelny, 2001, pp. 220–230 (in Russian).

Published: 
30.05.2018