THE RELATIONSHIP BETWEEN PROFESSIONAL ETHICS AND THE METHODOLOGY FOR ORGANISING PRE-GRADUATION PLACEMENTS IN THE CONTEXT OF RESEARCH IN PSYCHOLOGY AND EDUCATION

Abstract

The article reveals theoretical and practical aspects of the relationship between professional ethics and the methodology for organizing scientific and research work of education seekers during pre-graduate practice. The relevance of the study is due to transformational processes in the field of higher education in Ukraine, which are accompanied by digitalization, European integration trends and increasing requirements for the professional competence of future specialists in psychological, pedagogical and socio-cultural fields. It is substantiated that pre-graduate practice is not only a stage of consolidating theoretical knowledge, but also an important platform for forming skills of autonomous scientific research and professional responsibility. Scientific approaches to the interpretation of professional ethics as a system of moral principles that regulate the interaction of a researcher with respondents, the professional community and society are analyzed. Special attention is paid to the cognitive, axiological and behavioral components of the researcher's professional ethics. The importance of the deontological approach in ensuring the psychological safety of research participants, adherence to the principles of academic integrity, confidentiality and humanistic orientation of scientific activity is determined. The paper highlights the methodological aspects of organizing empirical research in the process of pre-graduate practice, in particular the use of standardized tests, interviews, pedagogical experiments and observation. It is proven that the choice of methodological tools should be based on the ethical principles of voluntariness, partnership and prevention of manipulative influence on respondents. The author's methodological recommendations are proposed for improving ethical and methodological support of practice, including the algorithm "Methodological tolerance", the technique "Scientific reflector" and the case method "Labyrinth of dilemmas". It is concluded that effective professional training of education seekers is possible only under the conditions of integration of methodological literacy and deontological maturity of the researcher