UDC 37.013

Gontar D.T.¹ (Moscow, Russian Federation) – dar.gontar@yandex.ru

¹Moscow State Pedagogical University

Abstract. The article proposes a working model for the professional training of future educational psychologists and tests it using typical university training practices. The model focuses on value-based motivation for the profession, solving real educational and professional problems, and regular reflection with feedback. It describes clear criteria for assessment at the beginning, during, and at the end of the process, allowing for tracking the dynamics of value certainty, the quality of professional analysis, and readiness to make decisions in educational situations. The aim of the study is to describe and justify a model in which value-based motivation for the profession, the solution of real educational and professional tasks, and regular reflection produce measurable results at the entrance, during the process, and at the exit. The methods used include analytical modeling, case analysis of educational situations, comparison of curriculum elements with professional requirements, expert evaluation of student portfolios, and analysis of the impact of educational environment of the university on the content of interaction. The study concludes that increased effectiveness is achieved not by adding disciplines, but by restructuring the logic of training, when courses and practices are “stitched together” around real cases and supported by mentoring and reflection.

Keywords: professional education, educational psychologist, model, professional identity, reflection, contextual learning, educational environment of the university.

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For citation: Gontar, D. T. (2026). Axiological approach to professional education of future psychological teachers in the university educational environment. CITISE, 2, 507–514. (In Russian).