(2020) Science and education, 1, 29-33. Odessa.

Hanna Slobodianiuk,
PhD student of Psychology Department,
The State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska, Odessa, Ukraine

TO THE PROBLEM OF PSYCHOLOGICAL TRAINING OF FUTURE TEACHERS

The article is devoted to the analysis of scientific publications on the problem of psychological training of future teachers, which have been published in the international database of Web of Science, for the last twenty years. It was found that until 2008 there was an underestimated level of attention of scientists to the issues of scientific research on the problem of psychological training of future teachers. The vast majority of publications are articles which explore the formation of the necessary professional competencies with a psychological component in future teachers; innovations in forms and methods of mastering psychological knowledge are covered; data on the content of educational psychology as a scientific discipline, etc. are given. However, the analyzed scientific works are limited in their nature and do not take into account the very relevant areas of research on this topic.

 psychological training of future teachers, scientific database of Web ofScience, psychological and pedagogical training of future teachers, publication analysis, scientific research.

1. Klimov, E. A. (1985). Nekotorye psihologicheskie problemy podgotovki molodezhi k trudu i vyboru professii [Some psychological issues of youth preparation for labour and the choice of profession]. Voprosy psihologii – Psychological issues, 4, 7-9 [in Russian].
2. Margolis, A. A. (2015). Modeli podgotovki pedagogov v ramkakh programm prikladnogo bakaklavriata i pedagogicheskoi magistratury [Teacher training models in applied bachelor and pedagogical master programs]. Psikhologicheskaia nauka i obrazovanie - Psychological science and education, 5, 45-64 [in Russian].
3. Slobodianiuk, G. (2019). Formalno-orhanizatsiini tendentsii psykholohichnoi pidhotovky studentiv-pedahohiv u zakladakh vyshchoi osvity Ukrainy [Formal and organizational trends in psychological training of future teachers in higher education institutions of Ukraine]. Nauka i osvita – Science and Education, 3, 21-31 [in Ukrainian].
4. Alvarez, I. M., Weise, C., Vall, B., Gonzalez, M., & Morodo, A. (2018). How do primary education trainee teachers perceive educational psychology? Teachers and teaching, 24(1). (pp. 81-94) [in English]. DOI: 10.1080/13540602.2017.1379388
5. Brabeck, M. M., Dwyer, C. A. Geisinger, K. F., Marx, R. W., Noell, G. H., Pianta, R. C., Subitnik, R. F. & Worrell, F. C. (2016). Assessing the assessments of teacher preparation. Theory into practice. Vol.55 (2). (pp.160-167) [in English].
6. Chebykin, O. Ya. (2017). System-activity conception of training 21st century teachers: competence and organizational aspects. Science and Education, 10, 101-106 [in English].
7. Deibl, I, Zumbach, J, Geiger, V. M., & Neuner, C. M. (2018). Constructive Alignment in the Field of Educational Psychology: Development and Application of a Questionnaire for Assessing Constructive Alignment. Psychology learning and teaching-plat. Vol. 17 (3). (pp.293- 307) [in English].
8. Gravett, S., Henning, E., & Eiselen, R. (2011). New teachers look back on their university education: Prepared for teaching, but not for life in the classroom. Education as change. Vol.15. (pp. S123-S142) [in English]. doi: 10.1080/16823206.2011.643636
9. Joy, R., Paul, H., Adey, K., & Wilmott, A. (2016). Educational and school psychology in newfoundland and Labrador: a 15-year follow-up. Canadian journal of school psychology. Vol.31 (3). (pp. 259-270) [in English].
10. Lin, F. L., Yang, K. L. & Chang, Y. P. (2018). Designing a Competence-Based Entry Course for Prospective Secondary Mathematics Teachers. Educating prospective secondary mathematics teachers: knowledge, identity, and pedagogical practices. ICME-13 Monographs. (pp.189-203) [in English]. DOI: 10.1007/978-3-319- 91059-8_11
11. Lohse-Bossenz, H., Kunina-Habenicht, O., Dicke, T., Leutner, D., & Kunter, M. (2015). Teachers' knowledge about psychology: development and validation of a testmeasuring theoretical foundations for teaching and its relation to instructional behavior. Studies in educational evaluation. Vol.44. (pp. 36-49) [in English]. DOI: 10.1016/j.stueduc.2015.01.001.
12. Shen, P. X., Gromova, C. R., Zakirova, V. G., & Yalalov, F. G. (2017). Educational Technology as a Video Cases in Teaching Psychology for Future Teachers. Eurasia journal of mathematics science and technology education. Vol.13 (7). (pp. 3417-3429) [in English]. DOI:10.12973/eurasia.2017.00736a
13. Spinath, B. (2012). Educational psychology's contributions to professional teacher development: discussion of the special issue. Zeitschrift fur padagogische psychologie. Vol.26 (4). (pp. 307-312) [in English]. DOI: 10.1024/1010-0652/a000082
14. Tanana, S.M. (2017). Psychological peculiarities of the development of professional competences in future teachers of higher school in the process of professional preparation. Psycholinguistics. Vol.21 (1). (pp.161-170) [in English].
15. Valladres, R. C., Adalia, L., Pichs, E. C., Antonia, M., & Dominguez Urdanivia, D. Y. (2018). The educational psychopedagogical training as a professional field. Revista Conrado. Vol. 14 (62). (pp. 266-271) [in English].
16. Willingham, D.T. (2017). A Mental model of the learner: teaching the basic science of educational psychology to future teachers. Mind brain and education. Vol.11 (4). (pp. 166-175) [in English]. DOI: 10.1111/mbe.12155