Psychological examination of the educational environment

- Федько, В.В. (orcid.org/0000-0002-5220-4385) (2024) Psychological examination of the educational environment Scientific notes of the V. I. Vernatsky Tavrichesky National University. Series: Psychology, 4 (35(74)). pp. 125-129. ISSN 2709-3093

Text ФЕДЬКО В.В. ПСИХОЛОГІЧНА ЕКСПЕРТИЗА ОСВІТНЬОГО СЕРЕДОВИЩА.pdf Download (285kB)

Abstract

The article is dedicated to the actual problem of psychological expertise of the educational environment. The need for a psychological assessment of the quality of the conditions in which education and training are carried out is emphasized, in order to identify their impact on the personal development of students. Expertise is now becoming a peculiar method of psychological analysis of the conditions of education and upbringing. The social task is to create a mechanism for expertise of the quality of education, and in connection with this, the development of the professional competence of specialists in the field of expert activity. The relevance of the development of the concept of psychological expertise of the educational environment is determined by the need to study the influence of the conditions of the educational environment on the personal development of its subjects, on the formation of such personality qualities that would provide school graduates with successful functioning in society. The purpose of any expertise is an answer to the question posed, which is drawn up in the form of an expert opinion. Questions proposed for expert consideration are determined based on the real needs of educational practice. Based on the analysis of the practice of expertise in education, it is possible to single out the following main functions: prognostic, normative, evaluative, research, developmental. Typical shortcomings in the definition and formulation of expert tasks include the following: problematic questions are posed either in a too general form, or incorrectly and therefore have no solution. These difficulties are related to the fact that the theory of expertise in education is still in its infancy, and there is no generally accepted typology of expert tasks. The developmental function of expertise is system-forming.

Item Type:	Article
Additional Information:	УДК 159.98:37 DOI https://doi.org/10.32782/2709-3093/2024.4/20
Keywords:	expertise, educational environment, education, functions of expertise, personal development
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education
Divisions:	Institute of Psychology after N.Kostiuk > Synytsya department of education
Depositing User:	с.н.с. Людмила Віталіївна Дзюбко
Date Deposited:	02 Dec 2024 13:49
Last Modified:	02 Dec 2024 13:49
URI:	https://lib.iitta.gov.ua/id/eprint/743291

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