SUBSTANTIATION OF PSYCHOLOGICAL-PEDAGOGICAL CONDITIONS OF STUDENTS’ PERSONAL-PROFESSIONAL IDENTITY FORMATION AT VOCATIONAL EDUCATIONAL INSTITUTIONS

Olena Volobuyeva

doi:10.31108/1.2020.6.3.13

Abstract

The article substantiates theoretically the psychological-pedagogical conditions of students’ personal- professional identity formation at vocational educational institutions. The concepts and structural organizations of personal and professional types of identity were analyzed theoretically. The structure of the personal-professional identity includes four interrelated components: cognitive, emotional-evaluative, motivational-axiological and behavioral. The age characteristics of students at vocational educational institutions were considered; educational and professional training programs for various specialists in these educational institutions were analyzed. The professional qualities developed during professional training include: the abilities to communicate with customers and to solve specific production situations; technological literacy, good theoretical knowledge and professional skills; the ability to apply this knowledge in everyday work; knowledge on the advanced technologies and new equipment. Personal-professional identity of students studying at vocational educational institutions was defined as a complex personal formation characterized by self-attitude, emotional attitude to oneself, emotional stability, stability of professional motivation, personality orientation, which are determined by the goals and psychological characteristics of future specialists’ professional work. The psychological- pedagogical conditions of students’ personal-professional identity formation at vocational educational institutions were considered. The most influential conditions included: development of the emotional-volitional sphere; the formed value component of personality; the creative atmosphere in the educational process; usage of modern learning methods and innovative training forms. The indicated groups of conditions were interrelated and affected the formation of students’ personal- professional identity at vocational educational institutions. The research on these conditions will create the basis for elaboration of the practice-oriented measures supporting formation of the examined personal-professional identity. &nbsp

Highlights

Волобуева Елена Сергеевна относятся развитость эмоционально-волевой сферы, Аспирантка кафедры педагогики и психологии образовательной деятельности, Запорожский национальный университет, г
The professional qualities developed during professional training include: the abilities to communicate with customers and to solve specific production situations; technological literacy, good theoretical knowledge and professional skills; the ability to apply this knowledge in everyday work; knowledge on the advanced technologies and new equipment
Personal-professional identity of students studying at vocational educational institutions was defined as a complex personal formation characterized by self-attitude, emotional attitude to oneself, emotional stability, stability of professional motivation, personality orientation, which are determined by the goals and psychological characteristics of future specialists’ professional work

Summary

Introduction

Волобуева Елена Сергеевна относятся развитость эмоционально-волевой сферы, Аспирантка кафедры педагогики и психологии образовательной деятельности, Запорожский национальный университет, г. Стаття присвячена теоретичному обґрунтуванню психолого-педагогічних умов формування особистіснопрофесійної ідентичності учнів професійно-технічних навчальних закладів. Особистісно-професійну ідентичність учнів професійно-технічних навчальних закладів визначено як складне особистісне утворення, яке характеризується самоставленням, емоційним ставленням до себе, емоційною стійкістю, стійкістю професійної мотивації, спрямованістю особистості та обумовлені цілями і психологічними особливостями професійної діяльності майбутніх фахівців.

Results

Conclusion