Дослідження проблеми професіоналізму майбутнього фахівця з психологічної точки зору. Розкриття необхідності звертання уваги на розвиток професіоналізму під час навчання у вищому навчальному закладі. Модель становлення професіоналізму суб"єкта діяльності.
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Національний технічний університет «Харківський політехнічний інститут»The main levels in professionalism development are pre-professionalism, superprofessionalism, and post-professionalism embracing the whole professional life of a personality. The content of the level of professionalism (value orientations, sense of profession, professional abilities, professionally relevant traits, self-regulation manifestations) demonstrate that the stage of professional training wherein, undoubtedly, there develop professionally valuable orientations, professionally relevant traits and so on, corresponds to the level of “professionalism” in the embryonic, initial form, and thus professional training stage is the foundation for the next stage, that of professionalization, and fills and supplements it. The basis of the conceptual paradigm ofpsychological foundations ofprofessionalism formation in a future engineer is determined to be the integrative approach containing the basics of the following approaches: system-genetic (professionalism as a system of psychological traits determined by outer and inner processes), activity (mastering an objectshandling activity as a means of achieving professionalism), personality-oriented (professionalism as a complex multicomponent phenomenon determined by constructive problem-solving), structural-and-level (professionalism as a multilevel system) approaches, as well as the concept of personality formation in the course of professionalization (professionalism as correspondence between professional activity demands and characteristics of activity subject). The social situation of development at this stage is determined by the specifics of relations among subjects of training-and-education process and is characterized by transmission of professional knowledge, experience and by partner relations which are realized in the course of conducting the main activity of this stage - the training-and-professional one, and stipulate the emergence of one of the central psychological new formations, namely professionalism at the end of this period. Professionalism of an activity subject is an integrative psychological construct possessing its own multicomponent structure and is a process with its own multicomponent structure (professional directedness, identity, competency, relevant qualities, etc) and is manifested as a process with its own formation dynamics in accordance with variouslevel subsystems: the initial level on the stage of professional training, and the adaptation level in the training-and-professional activity; the main level of primary and secondary professionalization, and superprofessionalism - professional mastery in professional activity environment.
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