Functional Model Of Pedagogical Support For Professional Self-Determination For Technical Universities Students

Abstract

This article explores the problem of the development of professional self-determination of students of technical universities and ways to solve it. New technical directions of training appear. The relevance of the study of the development of professional self-determination of students is explained by the expansion of the range of scientific and educational areas of technical training and the increase in the capabilities of the university educational space. The structure of modern higher technical education is implemented by successive educational and professional programs of three levels, varying in content and duration of study: bachelor's, master's, and post-graduate programs. The different learning objectives at each level of higher education dictate different approaches to the organization of pedagogical support for professional self-determination of students in a variety of educational and professional ways of a technical university. The pedagogical support for students as an organized scientific and methodological process aimed at continuing professional education and supporting students in the development of professional self-determination becomes necessary. The theoretical basis for the development of a model of pedagogical support of professional self-determination is the systemic, competency-based, diversification and personal-activity approaches. The functional model of pedagogical support of professional self-determination proposed in the article includes the scientific-target, substantive, diagnostic and corrective, evaluative-effective blocks and organizational and pedagogical conditions. Its implementation helps to increase the efficiency of the process of supporting professional self-determination.