Life-long education as a resource to overcome the psychological barriers in the process of professional development of the individual

The current situation in Russia is characterized by rapid modernization and development of various spheres of activity. Intense pace of social and economic development of some countries, the processes of globalization, increasing competition due to the open labor market, act as a call to the level of personal and professional specialist development, to its ability for properly planning activities, mobility reconstructed in a rapidly changing professional situation, develop innovative technology and build their professional career. The aim of this paper is a theoretical justification of continuing education as a resource for overcoming the psychological barriers in the process of professional development of the individual. Career stagnation objectively arising in the process of professionalization, the reduction of professional expectations and values mismatch personal and professional characteristics with the requirements of current professional situation are considered by the authors as psychological barriers to the professional development of an individual. Methods. The authors used theoretical methods of research – analysis of the literature on the study, the synthesis of the conceptual issues of the classification. The paper presents an analysis of the Russian and foreign theories on the origin and development of psychological barriers. Results. The terms «psychological barrier» and «overcoming the behavior» are specified. The psychological professional-development barriers of the person are highlighted and classified: professional degradation, deterioration of professional and psychological health of individuals. The resources for overcoming the psychological barriers are defined; the integral role is assigned to continuing education and self-education. As both Russian and international experience shows, adult education is becoming one of the leading forms of social activity having a wide array of technologies, methods and approaches; it is one of the principle forms of human social activities that provide an opportunity for constructive designing of successful professional individual trajectory of the human development. Practical significance. The research implications and results of the study can be used as the teaching and learning packages while the process of training and retraining, the professional development of corporate staff, and training on career planning Современная экономика характеризуется модернизацией и ускоренным совершенствованием различных сфер деятельности. Интенсивные темпы глобализации, нарастающая конкуренция, обусловленная открытостью рынка труда, требуют от человека способности грамотно планировать свою деятельность, мобильно перестраиваться в условиях динамично меняющейся профессиональной ситуации, осваивать инновационные технологии. Целью статьи является теоретическое обоснование непрерывного образования как способа преодоления психологических препятствий в процессе профессионального становления и развития личности. К этим препятствиям авторы относят объективно возникающую в процессе профессионализации стагнацию карьеры, редукцию профессиональных ожиданий и ценностей, рассогласование личностных и профессиональных характеристик с требованиями рынка труда. В исследовании использованы такие теоретические методы, как анализ научной литературы, синтез основных положений по изучаемой проблеме, обобщение отечественных и зарубежных теорий возникновения и формирования психологических барьеров. Результаты. Уточнены понятия «психологический барьер» и «преодолевающее поведение». Выделены и классифицированы психологические препятствия профессионального развития личности – профессиональные кризисы и деструкции, ухудшение профессионально-психологического здоровья личности. Обозначены ресурсы преодоления психологических барьеров, среди которых ключевая роль отводится непрерывному обучению и самообучению. И российский, и международный опыт показывают, что образование взрослых, обладающее сегодня огромным арсеналом средств и методов, превращается в одну из ведущих форм социальной активности человека, предоставляет ему возможность для конструктивного проектирования успешной индивидуальной профессиональной траектории. Практическая значимость. Результаты исследования можно использовать в качестве учебных и методических материалов в системах повышения квалификации, переподготовки кадров, профессионального развития персонала в организации, в программах по обучению планирования карьеры

Semantic context of professional identity crisis experience by teachers

The topicality of the problem under research is predetermined by the need of psychology and pedagogy for the study of the phenomenology of professional identity crisis, the process of its experience by school teachers as well as for the development of the system of psychological and pedagogical support of teachers' professional development in the situation of permanent changes in the education system. The objective of the study is to reveal the content of the professional identity crisis, to describe its main features and analyze the semantic context of its experience by teachers. The principal methods of study of this problem are the phenomenological method, tests to identify the semantic context of the process of the professional identity crisis experience by teachers. The results of the study broaden the understanding of the phenomenon of professional identity crisis and its experience, the content of professional crisis and the phenomenology of professional development of teachers. The materials of the article may be useful for psychologists when designing programs of psychological support of teachers´ professional development. © 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved.Russian Humanitarian Foundation: No.16-36-01031The research is performed thanks to the support of the Russian Humanitarian Scientific Foundation within the framework of scientific and research project "Psychological mechanisms of professional identity crisis experience by teachers", project No.16-36-01031