DOI: 
http://dx.doi.org/10.15293/1813-4718.1901.11
UDC: 
378+159.9
Volkova Anna Andreevna
Кандидат педагогических наук, Prof., Head of chair of Foreign Languages, Novosibirsk State Pedagogical University, annadom@bk.ru, Novosibirsk

A COMPARATIVE ANALYSIS OF TRAINING PSYCHOLOGISTS IN RUSSIA AND ABROAD

Abstract: 
The rapprochement of peoples and nations is one of the most important features of the development of modern society. The process of internationalization of life leads to mutual enrichment and mutual influence of cultures. The system of training psychologists in the world has a lot in common and different depending on the States and traditions. Russian higher education faces the task of taking into account new requirements of modern life and the experience of other States. The aim of our study is to compare the main forms of professional training of practical psychologists in Russia and abroad, to identify the difference that could be useful to Russian education. The study was conducted on the basis of the analysis of psychological and pedagogical literature of the Russian (Vygotsky L. S. V. Karandashev, Volodarskaya I. A., Lizunova N. M., A. N. Zankovskaya etc. and foreign (W. Glasser, , N. Voudouris. Jacquelyn Cranney and Nicholas J. Voudouris, Rob Ranzijn and Keith McConnochie, Julie Ann Pooley and Lynne Cohen, Bernard Guerin, Andrea Chester, Sophia Xenos and Lorelle J. Burton, K. Laurie Dickson, Nicholas F. Skinner, and others. The articles and monographs consider the features of the organization of psychological education in Australia, USA, Finland, Sweden, Belgium, Denmark, Portugal, Finland, Norway, the Netherlands, Austria, Spain, Hungary, Italy, Germany, Switzerland; innovative learning technologies, different approaches to teaching students and undergraduates, mentoring, etc. The author comes to a conclusion that firstly, the training of a psychologist is a long process that requires a serious approach and very thorough training, perhaps more thorough than in Russia; secondly, this training should be more practice-oriented.
Keywords: 
psychological education, professional competence, educational policy, organization of training of psychologists, psychological service of education, Supervisory practice
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References: 

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