CRITERIA, INDICATORS AND LEVELS OF FUTURE GEOGRAPHY TEACHER CAREER GUIDANCE COMPETENCE IN PROFESSIONAL EDUCATION CONDITIONS

Abstract

The article is devoted to the formation of career guidance competence issue of future geography teachers in professional education conditions. The structure of career guidance competence of the future experts is revealed. Based on the structure component analysis of the investigated competence are highlighted the motivational-value, cognitive, operational-active, emotional-volitional and evaluation-reflexive criteria. The indicators of career guidance competence development level of the studied professional category of specialists are revealed. It was established that the motivational- value criterion points to the level of motivation formation for professional and career guidance activities. The cognitive criterion characterizes the level of future geography teacher’s assimilation with psychological and pedagogical, special and methodological career guidance knowledge which is necessary for the effective realization of main career guidance activities aspects. Operational-active criterion demonstrates the ability to solve typical and non-standard situations in career guidance activity through the personal and professional interpretation of professional knowledge (psychological and pedagogical, special and methodological career guidance). It demonstrates the implementation of professional functions (prognostic, diagnostic, organizational, communicative and reflexive) in the process of career guidance work. Emotional-volitional criterion is characterized by the professional-personal qualities formation that influences to the professional activity result and determines the teacher’s individual style. The essence of the evaluative-reflexive criterion is demonstrated in the personal ability to control the results of personal activities and achievements.The levels of professional competence development are defined. They are high, medium, low and initial. Initial level is characterized by the lack of career guidance skills, intuitive implementation of career guidance in the profile education. Pedagogical facts, phenomena, situations are perceived at the emotional level. We believe that low level is characterized by low motivation to professional activity and the lack of individual professional oriented skills (organization, planning, control). It is also characterized by template for the implementation of typical tasks. The medium level is characterized by ability of future geography teachers to demonstrate the sufficient gnostic, design, constructive, communicative and organizational skills and special skills for organizing the career guidance work in professional education. The reflection of personal career guidance work in the profile education conditions is developed. The high level is characterized by the demonstration of perfectly developed gnostic, design, constructive, communicative, androgenic and organizational skills and the skills for organizing career guidance work in professional education.