Suprun D. The theory and practice of psychologists' professional training in the field of special education

The conceptual principles of the theory and practice of psychologists' professional training are substantiated, their essence and structure are determined. The following components of psychologists'professional training in the field of special education are defined in the analysis of the conceptual foundations of the content, methodological and organizational basis: professional-motivational, cognitive-competence, operational-activity, productive-reflexive. It is indicated that the given structural components are interrelated, interdependent and complementary to each other. According to each structural component, criteria and indicators of levels of their formation are defined. The present state of the formation of components of psychologists' professional training in the field of special education according to the functional components system of the specified process is identified. The theoretical and practical essence of the latest trends of psychologists' professional training in higher educational institutions is revealed. The functional system of psychologists' professional training in the field of special education is scientifically substantiated, developed and experimentally checked, pedagogical conditions of its realization are revealed and its effectiveness is determined.