UDC 37.015.31
Authors
Sergey P. Elshansky,
Doctor of Psychological Sciences,
Professor, Department of Psychology
of Labor and Psychological
Counseling, Moscow State
Pedagogical University,
Moscow, Russia
Olga S. Efimova,
Candidate of Psychological Sciences,
Associate Professor, Department of
Psychology of Labor and Psychological
Counseling, Moscow State
Pedagogical University,
Moscow, Russia
O. V. Gribkova
Candidate of Psychological Sciences,
Associate Professor, Department of
Psychology of Personality Development,
Moscow State Regional University,
Moscow, Russia
Abstract
Purpose of work. The purpose of the work was to identify, describe and analyse the algorithms of diagnos‑ tic thinking of teachers-psychologists in the tasks of effective learning, education, and educational manage‑ ment support. Materials and methods. The research is based on the hermeneutical, phenomenological, and compara‑ tive methods of the theoretical analysis. Results. The importance of the research of algorithmization and stages of diagnostic thinking of teacherspsychologists in the tasks of effective learning, education, and educational management support has been shown. A comparison of simple (primitivized) and complex (taking into account more factors and allowing for parallel processes) diagnostic algorithms has been made. It is concluded that the problem of diagnostic algorithms and diagnostic thinking (search) in the work of a teacher-psychologist is relevant and important, requires close scientific attention and new research. Conclusion. The results of the research can be applied in the field of psychological and pedagogical activ‑ ity in the framework of secondary and special education.
Keywords
diagnostic algorithm; algorithms of diagnostic thinking of a teacher-psychologist; pedagogical psychology; psychodiagnostics; diagnostic solution; diagnostic search; psychological diagnosis.
