Psychological and pedagogical examination of the personality model of the future leader of the national technology initiative
https://doi.org/10.26795/2307-1281-2022-10-4-7
Abstract
Introduction. The problem of creating psychological and pedagogical conditions for the formation of the personality of the future leader of the National Technology Initiative is one of the topical areas in modern education. This issue is especially relevant in modern socio-economic conditions that require new specialists who are ready and able to create new technologies.
Materials and Methods. As the main methods, the analysis of sources on the problem under study was used, including regulatory documents, scientific articles on the research topic, as well as generalization and systematization of the data obtained. A psychological and pedagogical examination of the personality model of the future leader of the National Technology Initiative was carried out.
Results. A draft personality model of the future leader of the National Technology Initiative is outlined, built on the basis of a generalized opinion of experts. Based on the analysis of personality theories, the main criteria for the personality model of the future leader of the National Technology Initiative are determined. The algorithm of group expert assessment of the personality model of the future leader of the national technological initiative is presented. Methods for registering indicators of the formation of personality substructures of the future leader of the National Technology Initiative are pedagogical and psychological diagnostics, and expert evaluation. Trends of positive dynamics of personality development of the future leaders of the National Technology Initiative were revealed.
Discussion and Conclusions. In the work, a psychological and pedagogical examination of the personality model of the future leader of the National Technology Initiative was carried out. As a result, a draft personality model of the future leader of the National Technology Initiative was obtained, built on the basis of a generalized opinion of experts. This model included a description of the qualities of the future leader of the National Technology Initiative and a means of forming and diagnosing these qualities.
About the Author
D. R. MerzlyakovaRussian Federation
Dina Rafailovna Merzlyakova, Candidate of Psychological Sciences, Head of the Department
Department of Life Safety
Izhevsk
References
1. Altunina I. R. Problems of motivation in foreign theories of personality. Vestnik RGGU. Seriya: Psihologiya. Pedagogika. Obrazovanie, 2020, no. 4, pp. 12-28. (In Russ.)
2. Arhipovskaya E. P. Model of professional development of a teacher of continuous education: secondary vocational education and higher educational institution. Sovremennoe pedagogicheskoe obrazovanie, 2021, no. 8, pp. 56-59. (In Russ.)
3. Auer M. A. International Society for Engineering Pedagogy (IGIP) and new challenges in engineering education. Vysshee obrazovanie v Rossii, 2014, no. 6, pp. 28-33. (In Russ.)
4. Bespal'ko V. P. Components of pedagogical technology. Moscow, Pedagogika Publ., 1989. 192 p. (In Russ.)
5. Burlachuk L. F. Psychodiagnostics: a textbook for universities. St. Petersburg, Piter Publ., 2020. 351 p. (In Russ.)
6. Vahnickaya M. G. The educational environment of the university as a condition for professional self-determination of students. Aksiologicheskie problemy pedagogiki, 2020, no. 11, pp. 46-53. (In Russ.)
7. Voronin V. N. The role of additional professional education in the system of continuous education. Standarty i kachestvo, 2021, no. 9, pp. 63-69. (In Russ.)
8. Gadzhiev A. G., Mihalyova M. V. The role of the innovation leader in creating a new technological order. Doneckie chteniya 2017: russkij mir kak civilizacionnaya osnova nauchno-obrazovatel'nogo i kul'turnogo razvitiya Donbassa: materialy Mezhdunarodnoj nauchnoj konferencii studentov i molodyh uchenyh. Tom 3 / pod obshchej redakciej S. V. Bespalovoj. Donetsk, Doneckij nacional'nyj universitet Publ., 2017. Pp. 110-112. (In Russ.)
9. Gil'meeva R. H., Lyubyagina O. A. Socio-cultural environment as a factor of professional self-determination of personality. Vestnik Kyrgyzskogo gosudarstvennogo universiteta imeni I. Arabaeva, 2022, no. 1, pp. 77-81. (In Russ.)
10. Dimitriev A. S. Continuous education as a condition for improving the professional skills of a teacher of an educational organization of secondary vocational education. Vestnik Luganskogo gosudarstvennogo universiteta imeni Vladimira Dalya, 2022, no. 2 (56), pp. 223-226. (In Russ.)
11. Kavun L. V. Psychology of personality. Theories of foreign psychologists: a textbook for universities. Moscow, Yurajt Publ., 2022. 109 p. (In Russ.)
12. Kidina L. M. Continuous education of leaders of educational organizations in the system of additional professional education. Azimut nauchnyh issledovanij: pedagogika i psihologiya, 2020, vol. 9, no. 4 (33), pp. 145-148. (In Russ.)
13. Klarin M. V. Innovative models of education in modern foreign pedagogy. Pedagogika, 1994, no. 5, pp. 22-24. (In Russ.)
14. Miroshnichenko A. A., Merzlyakova D. R. National technological initiative: about the risks of education quality. Vestnik Udmurtskogo universiteta. Ser. Filosofiya. Psihologiya. Pedagogika, 2019, vol. 29, no. 3, pp. 336-344. (In Russ.)
15. Nadezhdina E. Yu., Shaturnaya E. A., Shtogrina Yu. I. The concept of lifelong learning (LLL): from theory to practice. Evrazijskij soyuz uchenyh, 2015, no. 8-1 (17), pp. 128-130. (In Russ.)
16. Nazarova A. V. Goals, content, structure of continuous education, the unity of education and self-education. Byulleten' medicinskih internet-konferencij, 2021, vol. 11, no. 4, pp. 78. (In Russ.)
17. Ovsyannikova T. Yu., Shcherbakova L. V., Alaeva M. V. Relationship between the style of education and the characteristics of personal and professional self-determination of older students. Uchebnyj eksperiment v obrazovanii, 2021, no. 2 (98), pp. 28-34. (In Russ.)
18. Osmanova M. U. Psychological and pedagogical support of students in the conditions of secondary vocational education as an important factor in self-determination. Yanvarskie pedagogicheskie chteniya, 2022, no. 8 (20), pp. 36-41. (In Russ.)
19. Osokin I. V. Continuing education as an important component of the modern education system. Izvestiya Saratovskogo universiteta. Novaya seriya. Seriya: Filosofiya. Psihologiya. Pedagogika, 2022, vol. 22, no. 2, pp. 213-217. (In Russ.)
20. Ostrovskaya I. E. The development of continuous education of a modern teacher of higher education. Tendencii razvitiya nauki i obrazovaniya, 2021, no. 78-1, pp. 50-54. (In Russ.)
21. Rethinking engineering education. CDIO approach / E. F. Crowley, J. Malmqvist, O. Ostlund, B. D. Broder, K. Edstrom; translation from English. S. Rybushkina; under scientific ed. A. Chuchalina. Moscow, Izd. dom Vysshej shkoly ekonomiki Publ., 2015. 504 p. (In Russ.)
22. Platonov K. K. Structure and development of personality. Moscow, Nauka Publ., 2016. 254 p. (In Russ.)
23. Podchalimova G. N., Il'ina I. V., Belova S. N. The development strategy of the system of continuing education for adults as a mechanism for ensuring the quality of education. Pedagogicheskoe obrazovanie i nauka, 2021, no. 1, pp. 63-70. (In Russ.)
24. Revshenova S. A. Features and factors of professional self-determination in youth. Metodicheskoe obespechenie professional'nogo obrazovaniya, 2020, no. 4 (10), pp. 33-49. (In Russ.)
25. Reznikova R. A., Reznikov K. S. Pokolenie Z: vyzov sisteme obrazovaniya v usloviyah transformacii obshchestva i kul'tury molodezhi. Obrazovanie i Gorod: praktiki souchastvuyushchego proektirovaniya: sbornik statej po itogam Vtorogo ezhegodnogo mezhdunarodnogo simpoziuma / pod red. S. N. Vachkovoj. Moscow, 2020. Pp. 199-208. (In Russ.)
26. Website of the Agency for Strategic Initiatives. Available at: https://asi.ru/?ysclid=lck5m5gupp75691293 (accessed: 11. 11. 2022). (In Russ.)
27. Torshina D. E. Continuous education of a teacher of additional education. Innovacii. Nauka. Obrazovanie, 2022, no. 51, pp. 130-134. (In Russ.)
28. Fetisova T. N. Continuing professional education in modern conditions as a challenge to educational institutions of higher education. Akademicheskaya publicistika, 2021, no. 3, pp. 357-360. (In Russ.)
29. Shamina A. A. On the issue of psychological and pedagogical support of professional self-determination of students graduates. Mezhdunarodnyj akademicheskij vestnik, 2020, no. 2 (46), pp. 74-78. (In Russ.)
30. Castelli P., Wan Abdul Rahman W. A. The impact of empathy on leadership effectiveness among business leaders in the United States and Malaysia // International Journal of Business, Economics and Management. 2013. No. 3. Pp. 83-97.
31. Greene J. O., Burleson B. R. (eds.) Handbook of communication and social interaction skills. Mahwah, New Jersey: Lawrence Erlbaum Associates Inc., 2003. 1032 p.
32. Hodges S. D., Klein K. J. Regulating the costs of empathy: the price of being human // Journal of Socio-Economics. 2001. No. 30. Pp. 437-452.
33. Luthra A., Dahiya R. Effective Leadership is all About Communicating Effectively: Connecting Leadership and Communication // International Journal of Management & Business Studies. 2015. No. 3 (5). Pp.43-48.
34. Luthra A., Singh K. Organizational Communication and Management Effectiveness: An analytical Study at Various Managerial Levels // International Journal of Management & Business Studies. 2015. No. 5. Pp. 59-66.
35. Mehrabian A. Evidence bearing on the affiliative tendency (MAFF) and sensitivity to rejection (MSR) scales // Current Psychology. 1994. No. 13. Pp. 97-116. doi: 10.1007/BF02686794.
36. Mehrabian A., Epstein N. A Measure of Emotional Empathy // Journal of Personality. 2006. No. 40. Pp. 525-543. doi: 10.1111/j.1467-6494.1972.tb00078.x.
37. Steinmann B., Ötting S. K., Maier G. W. Need for Affiliation as a Motivational Add-On for Leadership Behaviors and Managerial Success // Frontiers in psychology. 2016. No. 7. Pp. 1972. doi: 10.3389/fpsyg.2016.01972.
38. Trujillo J. P, Simanova I., Bekkering H., Özyürek A. Communicative intent modulates production and comprehension of actions and gestures: A Kinect study // Cognition. 2018. No. 180. Pp. 38-51.
39. Verma D. Communication: A Necessary Leadership Skill // Management Guru: Journal of Management Research. 2013. No. 2. Pp. 95-101.
40. Vries R. E. de, Bakker-Pieper A., Oostenveld W. Leadership = Communication? The Relations of Leaders' Communication Styles with Leadership Styles, Knowledge Sharing and Leadership Outcomes // Journal of business and psychology. 2010. No. 3 (25). Pp. 367-380. doi: 10.1007/s10869-009-9140-2.
41. Ilaltdinova E. Yu., Oladyshkina A. A. «This is the best teacher in the world!»: the influence of a school teacher on the professional self-determination of future teachers // Vestnik of Minin University. 2020. Vol. 8, no. 3. P. 1. doi: 10.26795/2307-1281-2020-8-3-3.
42. Kamerilova G. S., Kartavykh M. A., Ageeva E. L., Gordeeva I. A., Veryaskina M. A. Development of Professional Creativity of Teachers in the System of Professional Safety Culture of Children in Transport // Popkova E., Sergi B. (eds) The 21st Century from the Positions of Modern Science: Intellectual, Digital and Innovative Aspects. ISC 2019. Lecture Notes in Networks and Systems. Vol. 91. Springer, Cham, 2020. doi: 10.1007/978-3-030-32015-7_50.
43. Kamerilova G. S., Kartavykh M. A., Ageeva E. L., Gordeeva I. A., Astashina N. I., Ruban E. M. Communicative teaching models: The formation of the professional pedagogical competence among health and safety school teachers // Espacios. 2018. Vol. 39 (29). Available at: https://www.revistaespacios.com/a18v39n29/a18v39n29p09.pdf (accessed: 11. 12. 2021).
44. Rudenko I. V., Bystrova N. V., Smirnova Z. V., Vaganova O. I., Kutepov M. M. Modern technologies in working with gifted students // Propositos y Representaciones. 2021. Vol. 9. doi: 10.20511/pyr2021.v9nSPE1.818.
45. Tatarnitseva S. N., Merzlyakova N. S., Zhitnikova N. E., Bulaeva M. N., Chernei O. T. Practice-oriented technologies as a means of forming students' communicative competence // Propositos y Representaciones. 2021. Vol. 9. doi: 10.20511/pyr2021.v9nSPE1.810.
46.