International E-Journal of Advances in Social Sciences

Yazarlar: Marina PAKHMUTOVA, Svetlana BAKHTİNA, Svetlana ANEVA, Tatyana GOLOVANOVA

Konular:-

DOI:10.18769/ijasos.337164

Anahtar Kelimeler:Individual style,Activity,Psychology of education,Professional development

Özet: The article examines several approaches to studying the phenomenon of "style", that exist in modern psychology. Some researchers associate the concept of "style" with the adaptive mechanisms of the human psyche (A. Adler, R. Stagner), others consider "style" as part of the system of interaction of the subject with the environment (V. Tolochek, B. Vyatkin). The article describes the development of the semantics of the concept of "style" in psychological researches. Originally, this concept appeared in the works of A. Adler, G. Allport and was associated with the growing interest of society in the individuality of man. Understanding that each person has a peculiar style, opened the possibility of knowing the depth and diversity of the inner world of a man. But the main issue – the opposition of the individuality of a person to the influence of society - remained unresolved (Z. Freud, B. Skinner). The representatives of Soviet psychology actively engaged in the same issue in the early of the twentieth century. They solved the problem of increasing the efficiency of labor without personal deformation of the worker and through the disclosure of his potential (A. Gastev, V. Bekhterev). One of the results of this work was the emergence of the concept of "individual style of activity", which reflected the ability of the subject to develop personal qualities in accordance with the requirements of the activity and at the same time to change the conditions of activity in accordance with their ideas about achieving the goal. The article analyzes the place and role of the concept of "individual style of activity" from the point of view of the psychology of education. Formation of an individual style of activity begins from the moment of inclusion of the subject in public activity and continues throughout all stages of training. Being manifested in educational activity, individual style of activity is then transferred to the field of specialized activity. Upon completion of training, the individual style of activity becomes a condition for the graduate's readiness to perform professional duties. The article substantiates the use of the concept of "individual style of activity" in the psychology of education, which will make it possible to effectively design a system of psychological and pedagogical support for the professional development of students taking into account their individual characteristics.

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