UDC 378.046.4

DOI: http://doi.org/10.15350/2409-7616.2023.4.23

Vasilyeva T.V.¹ (Moscow, Russian Federation) – tvvasilyeva87@gmail.com, Illarionova L.P.² (Moscow, Russian Federation) – ilp-dok@mail.ru, Volkhin S.N.² (Moscow, Russian Federation) – volhin_inupb@mail.ru

¹Moscow City Pedagogical University

²Russian State Social University

Abstract. An important component of the epistemic culture of a teacher-psychologist (as one of the constructs of the professional culture of a specialist as a whole) is epistemic responsibility. The authors state that the epistemic responsibility of educational psychologists presupposes the conscious development by a specialist of his systemic, multidisciplinary (transscientific) knowledge, metacognitive and metasubject skills, variable professional competencies, compliance with ethical (deontological) principles of professional activity and taking responsibility for the quality of his work. Only such educational psychologists can provide effective psychological and pedagogical support and support for the development of students, contribute to their successful education and personal growth. The article reveals the substantive essence of epistemic responsibility, its structural components necessary for a modern educational psychologist to effectively solve professional problems. The context for the development of epistemic responsibility of educational psychologists is associated with the system of continuous professional education, which is aimed at improving and developing their professionally applied and fundamental system knowledge, practical abilities, skills, variable competencies (universal, general professional, professional, meta-subject, metacognitive). The article examines the features of the use of problem-search, multidisciplinary, synergetic methodological approaches in the process of implementing a professional educational program of advanced training courses for educational psychologists with the aim of developing their epistemic responsibility. It is concluded that the development of this responsibility requires a systematic approach, including specialized professional and educational programs both at the university and in the system of advanced training, creating conditions in which educational psychologists can develop their critical thinking skills, research and acmeological competencies, and self-control abilities, self-regulation, reflection.

Keywords: advanced training system, educational psychologist, continuous professional education, epistemic responsibility, epistemic culture, methodological approach.

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For citation: Vasilyeva T.V., Illarionova L.P., Volkhin S.N. Development of epistemic responsibility of teachers-psychologists in the system of professional development: theoretical and methodological aspect. CITISE, 2023, no. 4, pp. 253-262. DOI: http://doi.org/10.15350/2409-7616.2023.4.23