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Gorban G. PECULIARITIES OF CO-OPERATION OF A PRACTICAL PSYCHOLOGIST AND A TEACHER UNDER CONDITIONS OF EDUCATIONAL REFORMATION  
Gorban Galina, Doctor of Sciences (Psychology), Associate Professor, Professor of Department of Psychology, Zaporizhzhia National University, 118 Gogolya Str., 69095 Zaporizhzhia, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The article grounds the role of the qualitative interaction of a practical psychologist of an educational institution with a teacher as a subject of the educational space in the conditions of updating the educational system in accordance with the requirements of the time. There have been determined the problem areas for building effective professional activity of a teacher who is the agent of creating a developing and safe educational space for an educational institution and the effectiveness of educational reform. The necessity of psychological accompaniment of the teacher's activity dealing with conscious changes of his or her attitude towards their own profession has been shown as well as towards their own pedagogical experience, stereotypes and traditions formed over the years. Actual here is the need to develop a psychological readiness for independent thinking, the ability to rethink the existing knowledge and the forms and methods of its presentation, the development of flexibility and breadth of views, the active development of new values and conditions for social interaction. It has been noted that the qualitative realization of the main goal of a practical psychologist’s activity – that is the assistance in creating a psychologically comfortable and safe educational space – is possible thanks to systematic work not only with individual students but by concentrating on work with pedagogical staff; the teacher creates, changes and constructs a comfortable and safe educational space. The necessity of formation in such conditions of the psychologist’s readiness to direct and constant cooperation with the teacher for solving the existing problems has been grounded. It is shown that in this context it is important to develop methods for the work of a psychologist with a teacher and purposeful practical training of psychologists in higher educational institutions for such work.

Key words: co-operation;  educational space;  professional activity;  psychological culture;  psychologist of an educational institution;  self-realization.

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