Professional suitability of higher educational institution lecturer

The relevance of professional suitability study of higher educational institution lecturer is founded. The existing correlation between professional activity and individual qualities of the lecturer is analyzed. The activity with specific requirements to the lecturer makes him develop some special individual-professional qualities. And vice versa, individual qualities realized in professional activity of the lecturer and providing its success get personal sense. The concrete requirements to the profession “human-human” in the activity of higher educational institution lecturer are given. The professional suitability of the higher educational institution lecturer is founded as probable characteristics of its individuality, reflecting not only the possibilities but also urge (motivation, value orientations) of the lecturer to reach high results in the activity with the appropriate professional preparation. This category is dynamic, its becoming is considered in two aspects through creation of value orientations and motivation for this type of activity and by the way of creation of appropriate conditions for development of individual-professional qualities. The data of experimental research of opinions of lecturers and students on the issue of professional suitability of higher educational institution lecturer are presented. The possible correlation of pedagogic and scientific activity in the context of their influence on the components of professional suitability of higher educational institution lecturer is analyzed.

higher educational institution lecturer, pedagogic activity, professional suitability, individual style of activity, individual-professional qualities, higher educational institution lecturer, pedagogic activity, professional suitability, individual style of activity, individual-professional qualities

1. Левин К. Теория поля в социальных науках. СПб.: Изд-во «Сенсор», 2000. 368 с.

2. Макарова Л.Н. Развитие стиля педагогической деятельности преподавателя вуза // Педагогика. 2005. № 6. С. 72-80.

3. Бодров В.А. Психология профессиональной пригодности. М.: ПЕР СЭ, 2001. 511 с.

4. Климов Е.А. Развивающийся человек в мире профессий. Обнинск: Изд-во «Принтер», 1993. 56 с.

5. Гоноболин Ф.Н. О некоторых психических качествах личности учителя // Вопросы психологии. 1975. № 1. С. 97-104.

6. Харченко Л.Н. Преподаватель современного вуза: компетентностная модель. М., 2014.

7. Научно-педагогические школы России в контексте Русского мира и образования / под ред. Е.П. Белозерцева. М.: Аиро-XXI, 2016. 592 с.

8. Макарова Л.Н., Старцев М.В. Проблемные зоны взаимодействия преподавателей и студентов // Социально-экономические явления и процессы. 2017. Т. 12. № 5. С. 210-216.

9. Ломов Б.Ф. Методологические и теоретические проблемы психологии. М.: Наука, 1984. 226 с.

10. Зеер Э.Ф. Концепция профессионального развития человека в системе непрерывного образования // Педагогическое образование в России. 2012. № 5. С. 122-127.

11. Развитие преподавателя вуза: рефлексивно-акмеологическая стратегия / отв. ред. Н.И. Вьюнова. Воронеж: Воронежский центр новых технологий и инноваций (ЦНТИ) - филиал ФГУ «РЭА» Минэнерго России, 2012. 195 с.