English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The article discusses the problems of the competency-based approach through the prism of the formation of personal competencies of students. The question is posed of the possibility of operationaliz-ing the methods of quantitative and qualitative assessment of an educational product through differen-tiated, comparable indicators of the level of development of specific competencies. As a sphere of perso-nality, important for the professional activity of the future specialist-psychologist, communicative compe-tence is chosen. A model of the structure of communicative competencies is introduced, which make up a set of professionally important qualities of a specialist, as well as tools for monitoring them in the process of studying at a university. A method for assessing the specific communicative abilities of students, their dynamics, as well as development methods in the context of educational and vocational training is proposed. The use of the model for the diagnosis and support of students receiving a psychological education in adulthood is justified. The proposed model meets the following requirements: 1) through the structure of communication reflects the components of communicative competence, taking into account the possibility of influencing them with a view to development; 2) contains scientifically based tools to make the necessary measurements; 3) allows you to track the dynamics of the communicative development of the individual at different stages of educational and vocational training, including, including initial measurement (“at the entrance”) and final (“at the exit”). The model was tested within the framework of the “Workshop on the Psychology of Communication” discipline, the main purpose of which is to form a systematic idea of students about communication as a socio-psychological phenomenon and about themselves as a subject of communication through familiarity with the methods of studying and developing the personality’s communicative qualities based on fundamental and applied knowledge on the psychology of communication.

A MODEL FOR ASSESSING COMMUNICATIVE COMPETENCIES IN THE PROCESS OF OBTAINING A PSYCHOLOGICAL EDUCATION