RATIO OF READINESS AND PRACTICE IN PROFESSIONAL SELF-DEVELOPMENT OF EDUCATIONAL PSYCHOLOGISTS
The article draws attention to little-studied aspect of professional self-development by presenting results of a study which tests the author’s assumption that the level of professional self-development readiness does not necessarily correspond to the real personal activity level in this direction. At first, the study have shown the high level of educational psychologists readiness to professional self-development by all its components. Further, the study revealed that the majority of educational psychologists are on the first/basic level of professional self-development activity. Mostly they use only simple actions (such as reading professional literature, participation in conferences, workshops, master classes, expanding the list of applicable techniques, programs, training in special courses). More complex actions, involving the creation of a new product based on their own experience (such as publication of articles, development of new programs and procedures, presentations in conferences, master-classes) are used in professional self-development is significantly less. As a result, the article highlights the organizational, financial and personal reasons of the revealed contradictions between a high level of readiness and the limited professional self-development activities. The author suggests that the creation at the psychologist’s workplace the system of special conditions to encourage professional self-development will help to overcome this contradiction.