Development of professional self-consciousness of students: diagnostic results and content of pedagogical maintenance

Abstract

The article is devoted to rethinking the problem of psychological and pedagogical maintenance for the development of professional self-consciousness among students. Our experimental study identifies the optimal pedagogical conditions of professional self-consciousness among students. Within the framework of the article, the content and methods of pedagogical maintenance of students were revealed. The study of this problem allowed us to develop the following set of pedagogical conditions that ensure the effectiveness of pedagogical maintenance for the development of the foundations of professional self-consciousness: diagnostics; implementation of the author's methodology (the use of pedagogical technologies that initiate the reflective potential of the student as a subject of professional self-consciousness); development of an individual way of learning. Diagnostics of the structural components of professional self-consciousness of full-time and extramural students included the motivation of learning, professional directivity, self-esteem, personalitytraits. The results of the first diagnostics determined the main content of the forming stage of the experiment, namely, the conduct of a variable course. The author's methodology is aimed at the development of personally oriented educational process in the system of higher education. The results of diagnostics after a variable course allow us to confirm the improvement in the studied parameters for full-time students (statistically different in terms of self-esteem), as well as for extramural students (statistically different in terms of sociability).