Directions of psychological research of academic session

Mariam R. Arpentieva, Polina B. Geraskina, Sergey V. Lavrinenko, Tatyana Y. Zalavina, Elena N. Kamenskaya, Anna I. Tashcheva

Research output: Contribution to journalReview article

2 Citations (Scopus)

Abstract

The psychological analysis of the training session is a complex procedure that makes it possible to investigate the psychological validity and expediency of the teacher's actions, as well as to implement a more harmonious and successful design of training sessions in the future. The subject of psychological research / reflection is the behavioral acts (acts and actions) of the teacher: the teacher, the teacher in the class, and the forms of activity of schoolchildren / students caused by them. There are following aspects of the analysis: 1. The goal setting of the lesson and its design, 2. The psychology of organizing the cognitive activity of students, 3. The motivation of students' learning activities and building relationships with them, 4. Style and other features of professional communication and didactic communication in general, 5. professional reflection. Despite all the importance of the cognitive, motivational and interactive aspects of actual interaction, professional reflection and goal setting of the specialist play the greatest role in the success of classes and design. The goal setting allows assessing the features of the educator's skills in the field of design and construction, reflection - to influence the development of this knowledge and skills. The use of the A.E. Steinmetz scheme of psychological analysis of the training session allows future and working teachers to model a psychologically meaningful way of pedagogical interaction, in which not one is presented, but the system of components of psychological preparation for pedagogical activity. in their professional development and development, the student and teacher move from an analysis of the activities and actions of individual participants to a holistic picture of interaction, uniting their specific, positive and negative, greater or lesser contributions to the design, implementation and reflection of employment, and its various aspects: value-motivational, cognitive, communicative.

Original languageEnglish
Pages (from-to)646-662
Number of pages17
JournalAstra Salvensis
Volume6
Publication statusPublished - 1 Jan 2018

Fingerprint

teacher
interaction
student
Communication in general
didactics
schoolchild
Psychological Research
psychology
educator
communication
learning
Interaction
Values
Psychological Analysis
Psychological

Keywords

  • Features of communication
  • Goal setting
  • Motivation of learning activity
  • Professional reflection
  • Psychological analysis of training
  • Style of communication
  • The organization of cognitive activity

ASJC Scopus subject areas

  • Cultural Studies
  • Education
  • History
  • Religious studies
  • Philosophy

Cite this

Arpentieva, M. R., Geraskina, P. B., Lavrinenko, S. V., Zalavina, T. Y., Kamenskaya, E. N., & Tashcheva, A. I. (2018). Directions of psychological research of academic session. Astra Salvensis, 6, 646-662.

Directions of psychological research of academic session. / Arpentieva, Mariam R.; Geraskina, Polina B.; Lavrinenko, Sergey V.; Zalavina, Tatyana Y.; Kamenskaya, Elena N.; Tashcheva, Anna I.

In: Astra Salvensis, Vol. 6, 01.01.2018, p. 646-662.

Research output: Contribution to journalReview article

Arpentieva, MR, Geraskina, PB, Lavrinenko, SV, Zalavina, TY, Kamenskaya, EN & Tashcheva, AI 2018, 'Directions of psychological research of academic session', Astra Salvensis, vol. 6, pp. 646-662.
Arpentieva MR, Geraskina PB, Lavrinenko SV, Zalavina TY, Kamenskaya EN, Tashcheva AI. Directions of psychological research of academic session. Astra Salvensis. 2018 Jan 1;6:646-662.
Arpentieva, Mariam R. ; Geraskina, Polina B. ; Lavrinenko, Sergey V. ; Zalavina, Tatyana Y. ; Kamenskaya, Elena N. ; Tashcheva, Anna I. / Directions of psychological research of academic session. In: Astra Salvensis. 2018 ; Vol. 6. pp. 646-662.
@article{85fdf96acf264550b7ae7a154377abbf,
title = "Directions of psychological research of academic session",
abstract = "The psychological analysis of the training session is a complex procedure that makes it possible to investigate the psychological validity and expediency of the teacher's actions, as well as to implement a more harmonious and successful design of training sessions in the future. The subject of psychological research / reflection is the behavioral acts (acts and actions) of the teacher: the teacher, the teacher in the class, and the forms of activity of schoolchildren / students caused by them. There are following aspects of the analysis: 1. The goal setting of the lesson and its design, 2. The psychology of organizing the cognitive activity of students, 3. The motivation of students' learning activities and building relationships with them, 4. Style and other features of professional communication and didactic communication in general, 5. professional reflection. Despite all the importance of the cognitive, motivational and interactive aspects of actual interaction, professional reflection and goal setting of the specialist play the greatest role in the success of classes and design. The goal setting allows assessing the features of the educator's skills in the field of design and construction, reflection - to influence the development of this knowledge and skills. The use of the A.E. Steinmetz scheme of psychological analysis of the training session allows future and working teachers to model a psychologically meaningful way of pedagogical interaction, in which not one is presented, but the system of components of psychological preparation for pedagogical activity. in their professional development and development, the student and teacher move from an analysis of the activities and actions of individual participants to a holistic picture of interaction, uniting their specific, positive and negative, greater or lesser contributions to the design, implementation and reflection of employment, and its various aspects: value-motivational, cognitive, communicative.",
keywords = "Features of communication, Goal setting, Motivation of learning activity, Professional reflection, Psychological analysis of training, Style of communication, The organization of cognitive activity",
author = "Arpentieva, {Mariam R.} and Geraskina, {Polina B.} and Lavrinenko, {Sergey V.} and Zalavina, {Tatyana Y.} and Kamenskaya, {Elena N.} and Tashcheva, {Anna I.}",
year = "2018",
month = "1",
day = "1",
language = "English",
volume = "6",
pages = "646--662",
journal = "Astra Salvensis",
issn = "2393-4727",
publisher = "Transilvanian Association for the Literarure and Culture of Romanian People (ASTRA)",

}

TY - JOUR

T1 - Directions of psychological research of academic session

AU - Arpentieva, Mariam R.

AU - Geraskina, Polina B.

AU - Lavrinenko, Sergey V.

AU - Zalavina, Tatyana Y.

AU - Kamenskaya, Elena N.

AU - Tashcheva, Anna I.

PY - 2018/1/1

Y1 - 2018/1/1

N2 - The psychological analysis of the training session is a complex procedure that makes it possible to investigate the psychological validity and expediency of the teacher's actions, as well as to implement a more harmonious and successful design of training sessions in the future. The subject of psychological research / reflection is the behavioral acts (acts and actions) of the teacher: the teacher, the teacher in the class, and the forms of activity of schoolchildren / students caused by them. There are following aspects of the analysis: 1. The goal setting of the lesson and its design, 2. The psychology of organizing the cognitive activity of students, 3. The motivation of students' learning activities and building relationships with them, 4. Style and other features of professional communication and didactic communication in general, 5. professional reflection. Despite all the importance of the cognitive, motivational and interactive aspects of actual interaction, professional reflection and goal setting of the specialist play the greatest role in the success of classes and design. The goal setting allows assessing the features of the educator's skills in the field of design and construction, reflection - to influence the development of this knowledge and skills. The use of the A.E. Steinmetz scheme of psychological analysis of the training session allows future and working teachers to model a psychologically meaningful way of pedagogical interaction, in which not one is presented, but the system of components of psychological preparation for pedagogical activity. in their professional development and development, the student and teacher move from an analysis of the activities and actions of individual participants to a holistic picture of interaction, uniting their specific, positive and negative, greater or lesser contributions to the design, implementation and reflection of employment, and its various aspects: value-motivational, cognitive, communicative.

AB - The psychological analysis of the training session is a complex procedure that makes it possible to investigate the psychological validity and expediency of the teacher's actions, as well as to implement a more harmonious and successful design of training sessions in the future. The subject of psychological research / reflection is the behavioral acts (acts and actions) of the teacher: the teacher, the teacher in the class, and the forms of activity of schoolchildren / students caused by them. There are following aspects of the analysis: 1. The goal setting of the lesson and its design, 2. The psychology of organizing the cognitive activity of students, 3. The motivation of students' learning activities and building relationships with them, 4. Style and other features of professional communication and didactic communication in general, 5. professional reflection. Despite all the importance of the cognitive, motivational and interactive aspects of actual interaction, professional reflection and goal setting of the specialist play the greatest role in the success of classes and design. The goal setting allows assessing the features of the educator's skills in the field of design and construction, reflection - to influence the development of this knowledge and skills. The use of the A.E. Steinmetz scheme of psychological analysis of the training session allows future and working teachers to model a psychologically meaningful way of pedagogical interaction, in which not one is presented, but the system of components of psychological preparation for pedagogical activity. in their professional development and development, the student and teacher move from an analysis of the activities and actions of individual participants to a holistic picture of interaction, uniting their specific, positive and negative, greater or lesser contributions to the design, implementation and reflection of employment, and its various aspects: value-motivational, cognitive, communicative.

KW - Features of communication

KW - Goal setting

KW - Motivation of learning activity

KW - Professional reflection

KW - Psychological analysis of training

KW - Style of communication

KW - The organization of cognitive activity

UR - http://www.scopus.com/inward/record.url?scp=85049784551&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049784551&partnerID=8YFLogxK

M3 - Review article

VL - 6

SP - 646

EP - 662

JO - Astra Salvensis

JF - Astra Salvensis

SN - 2393-4727

ER -