a scientific school that studies the integral and continuous process of personality formation in the professional and educational space in the unity of its psychological and pedagogical components. Founder: Ewald Friedrichovich Zeer (see Zeer, Ewald Friedrichovich (born 1938) in Chapter 5 Famous Scientists, Their Scientific Schools and Organizations in Psychological Science).
The main results of the development of the psychology of professional development and education, aimed at identifying age and socio-professional standards of human development, scientific and methodological support for the professional formation of the individual, determining the personal development potential of multifaceted activities, are as follows:
1) The concept of professional formation of the personality has been formed, the patterns and determinants of this process have been identified, the crises of professional development and psychological barriers of this process have been established, the criteria for career success and monitoring of professionalization of a specialist have been developed.
2) On the basis of the concept of professional formation of the individual, a psychologically grounded program (system) of continuous professional and professional-pedagogical education has been developed, revealing the strategy, content and technologies of adult education. A substantiated holistic view of continuing professional education as a system that includes all types of formal, non-formal and informal (event) education. Innovative technologies for the implementation of the competence approach in vocational education are revealed.
3) Theoretical and methodological foundations of the psychology of professional education have been developed: approaches, principles, patterns of personality realization in the system of continuous professional education have been determined.
4) The conceptual and terminological apparatus of the psychology of professional development has been formed.
5) The psychological features of the social and professional education of students, the formation of corporate culture and professional and moral values are determined.
6) A logical and semantic model of the professional and educational space has been developed, which implements the process of dynamic professional development of a person.
The uniqueness of the research of this school lies in the fact that for the first time professional formation is considered systematically and continuously from the beginning of the formation of professional intentions to the completion of professional biography, and an effective paradigm of personal development education is proposed.