The psychological foundations of constructivism as an educational concept in the training of highly qualified personnel
Problem statement. The relevance of the analysis of the psychological foundations of constructivism as an educational concept in the field of training of highly qualified personnel is associated with the need to assess the possibility of introducing postulated constructivism approaches in the process of education of scientific and pedagogical personnel.The purpose of the article is to identify and determine the psychological basis of constructivism, reflecting the psychological and professional requirements for graduate students. Methodology. The study analyzed constructivism from the standpoint of sociology and psychology on the basis of a review of scientific literature. The main task of the analysis was to identify and systematize the provisions of the constructivist concept that determine its mechanisms of influence on the development of human personality.The second objective of the research is to define the requirements to graduate, due to the age and psychology of professional formation of the personality. To solve this problem, scientific and educational sources on age psychology, psychology of higher education, normative documents of education in the Russian Federation were analyzed.Main achievements and conclusions. As a result of research psychological bases of the constructivism considered as the pedagogical concept were allocated and compared to the psychological and professional requirements imposed to the graduate of training of highly qualified personnel. The study showed that from the psychological standpoint of constructivism personality is characterized by the breadth of relations with society and the world as a whole, activity to build their own reality, the level of development of the internal system of evaluation and understanding of reality, the willingness to produce new knowledge through intellectual efforts aimed at the object of study and comparison with existing experience and knowledge. In view of the correspondence of the psychological bases of constructivism to the level of training of highly qualified personnel, the conclusion of the possibility of its application in the design of the educational process at the third level of higher education is made.