For citation:
Rogov E. I. Formation of Professional Self-Consciousness in Higher Education Institution: Content and Evaluation. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2017, vol. 6, iss. 4, pp. 307-311. DOI: 10.18500/2304-9790-2017-6-4-307-311
Formation of Professional Self-Consciousness in Higher Education Institution: Content and Evaluation
This paper presents the analysis of approaches to the content of professional self-consciousness. We demonstrated a similarity of views of the majority of authors on the content of self-consciousness which is represented by professional images that determine an image of the developing subject of the surrounding community. The images of professional self-consciousness discussed in various studies could be divided into three groups corresponding to the directions of authors’ concept of professionalization of an individual, including the development of professionally important qualities of an individual and the attitude towards them, concepts of professional occupation, as well as their involvement into professional environment and building of professional relationships. Comparison of figurative content of professional self-consciousness with the criteria of its maturity, proposed in academic literature, has brought to light some contradictions. The criteria are: the level of professional training and professional skills, the possibility of controlling current activities, capability of self-help, success of guidance, social needs, peculiarities of thinking, capability of cooperation etc. Incoordination is also observed between the content of self-consciousness and the majority of suggested ways of its development, which do not have a tendency to form professional image. In conclusion the author suggests the notion of solving this problem, when professional images should act as factors of maturity of professional self-consciousness and therefore the most important criterion of the effectiveness of professional education.
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