Abstract
The relevance of the study is due to higher requirements for the professional training of engineering specialists and the need to determine the most significant aspects of their readiness to conduct professional activities. Focus on certain training aspects will make it possible to increase both the quality and the speed of specialist training, as well as contribute to their personal motivation and help them reveal their talents. The purpose of the study is to identify the elements of archi-tecture student readiness to conduct professional activities. The study took place at the Ural State University of Architecture and Art (Russia, Yekaterinburg); it involved 120 four- and five-year-students of the Faculty of Architecture, as well as 12 faculty teachers and 154 graduates of different graduation years who have from 5 to 20 years of professional experience. Based on the analysis of available research on professionalism and professional readiness, as well as a preliminary participant survey, a number of elements of students' readiness for professional activities have been identified. The concept of students' readiness to conduct pro-fessional activities has been clarified; it is described as complex integrative struc-ture, which simultaneously reflects the level of development of professionally important qualities and abilities of specialists, especially their attitude to profes-sion. The elements of students' readiness to conduct professional activities have been identified: motivational-axiological, informational-cognitive, activity-oriented, personality-reflexive. The survey participants described the elements that they believed would most contribute to professional readiness: motivational-axiological (22% of participants), informational-cognitive (18.8% of participants), personality-reflexive (16.7% of participants) and activity-oriented (13.4%). The study can be useful for vocational education teachers to help them identify the in-fluence of students' personal characteristics on the successful development of their readiness for professional activities.
Highlights
The labor market need for competitive specialists makes the issue of students' professional readiness for future professional activities especially relevant
Motives determine the central position of a person; they directly affect the formation of readiness for professional activity, self-improvement, as well as the development and behavior of the individual [36]
The informational-cognitive component of the readiness of architecture students to conduct professional activities, in addition to professional knowledge, includes: a) General knowledge that determines the general outlook and value orientations, cultural outlook, professional outlook; b) Special knowledge focused on the implementation of professional skills: the history of the profession; the features and composition of professional skills, the key mechanisms for their implementation
Summary
The labor market need for competitive specialists makes the issue of students' professional readiness for future professional activities especially relevant. Having graduated from a higher educational institution, a specialist usually needs a lot of time to adapt to the conditions of their professional activity. Despite the fact that adaptation to the working environment occurs based on the knowledge and skills acquired at the university, the readiness to conduct professional activities is one of the major factors [2,3]. The issue of developing the readiness of architecture students for professional activities is invariably relevant. This is explained by the contradiction between the labor market requirements, the demand for the professional and personal characteristics of the architect, and the available educational resources to resolve this problem [4,5]
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