Ihor Cherkun. CRITERIA, INDICATORS AND LEVELS OF MILITARY-SPECIFIC PREPAREDNESS OF FUTURE RESERVE OFFICERS-PSYCHOLOGISTS

(2016) Science and education, 10, 115-119. Odessa.

Ihor Cherkun,
senior lecturer,
Department of Military Training,
National University “Odessa Maritime Academy”,
8, Didrikhsona Str., Odesa, Ukraine


CRITERIA, INDICATORS AND LEVELS OF MILITARY-SPECIFIC PREPAREDNESS OF FUTURE RESERVE OFFICERS-PSYCHOLOGISTS


SUMMARY:

Military-specific training of future reserve officers-psychologists, constant updating of their knowledge and skills are regarded as an important prerequisite for effective solution of educational problems in practice. Analysis of the list of duties of future reserve officers-psychologists in accordance with the military regulations of the Armed Forces of Ukraine has determined that 90% of their statutory responsibilities are associated with managing subordinates, that is, performing their duties in the system “man-to-man”. Military psychologists act as the direct organisers of social and psychological work; they are responsible for planning, methodological support, quality and efficiency of its implementation, and the efficiency of measures taken. Based on the understanding of the organisation of educational, social and psychological work, the criteria of militaryspecific preparedness of future reserve officers-psychologists have been identified. The structure of the military-specific training of future reserve officers-psychologists, according to the official duties, is aimed at implementing the goals of their professional activity – organising educational and social-psychological work in the military institution; it is a unity of three criteria: motivational and target-oriented, cognitive, performance and activity. Thus, the ability to conduct educational and socialpsychological work with future military reserve officers-psychologists is predetermined by abilities to hold educational events, study personnel and determine their moral and psychological state based on effective interaction, due to understanding the emotional and social importance of personal ways of solving professional problems.


KEYWORDS:

student, future reserve officers-psychologists, military-specific training, criterion, indicator, the level of formation, military-specific competence.


FULL TEXT:

 


REFERENCES:

1. Kurliand, Z. N. (1995). Profesiina ustalenist vchytelia – osnova yoho pedahohichnoi maisternosti [Professional sustainability of a teacher as a basis for his/her pedagogical exellence]. Odesa: PDPU imeni K. D. Ushynskoho [in Ukrainian].
2. Neshchadym, I. M. (2003). Viiskova osvita Ukrainy: istoriia, teoriia, metodolohiia, praktyka [Military education in Ukraine: history, theory, methodology, practice]. Kyiv [in Ukrainian].
3. Roilian, V. O. (2004). Formuvannia profesiinykh Педагогіка – Педагогика – Pedagogy "Наука і освіта", №10, 2016 119 yakostei maibutnikh fakhivtsiv Sukhoputnykh viisk v umovakh reformuvannia VVO [The formation of professional qualities in future specialists of ground forces in the contxt of reforming higher military education]. Extended abstract of candidate’s thesis. Odesa [in Ukrainian].
4. Yahupov, V. V. (2000). Teoriia i metodyka viiskovoho navchannia [Theory and methods of military training]. Kyiv: Tandem [in Ukrainian].

         

       
   
   
         

 

©2020 Університет Ушинського. Всі права захищені, мабуть.