Professional Self-consciousness Research Articles

ИССЛЕДОВАНИЕ ОСОБЕННОСТЕЙ ЦЕННОСТНЫХ ОРИЕНТАЦИЙ БУДУЩИХ СПЕЦИАЛИСТОВ ПО РАБОТЕ С СЕМЬЁЙ, КАК МОТИВАЦИОННОГО КОМПОНЕНТА РАЗВИТИЯ ИХ ПРОФЕССИОНАЛЬНОГО САМОСОЗНАНИЯ

Introduction. Modern researchers do not lose interest in the study of value and meaning spheres of human personality at different stages of its development. Understanding the motivation of students and the process of their professional formation requires a constant and comprehensive study of value orientations that contribute to the formation of self-consciousness of future specialists of different profiles. The prevalence or shortage of certain values at the initial stage of students' education can become a starting point for creating favorable conditions for their professional development. Improvement of the motivational component of professional training will allow to understand more deeply the processes of formation of professional self-consciousness, to consider the system of professional training in different profiles in a new way. Purpose of the study. To study the prevailing values (groups of values) of freshmen students studying in the profile "Psychological and pedagogical work with family" and to identify the features of their value orientations for the organization of quality professional training. The article presents a theoretical review of modern research on the problem of formation of value orientations, which gives an idea of the conflicting nature of motivational components and value structures of modern representatives of youth. The professional self-awareness of future specialists of helping professions undergoes a complex path of interiorization of professional knowledge and inclusion of this knowledge in their personal system. The article describes the main results obtained in the course of empirical research of values (groups of values) of the first-year students, which allow to determine their orientation to the helping profession, the ability to harmonious development of professionally significant values, readiness to become a representative of professional culture and norms, as well as to identify value deficiency that will hinder the formation of a professional.

Analysis of the American directors� works in the context of the European theory of auteur cinema

Relevance. The relevance of this study is determined by the trends in the development of New Hollywood, which have radically changed the essence of modern cinematograph.Purpose. The purpose of the study is to identify the specifics of New Hollywood cinema, which resonated in the work of modern Hollywood directors as an influential and competitive area. Examples from films by American directors and authors were analysed.Methodology. Methods of scientific analysis, comparison, and generalisation were used in the study of the topic. In addition, analytical and systematic methods were applied in their unity, which is necessary for studying the art history aspect of the problem, working on the historical and factual base and clarifying the terminology of research. Using the method of introspection, the paper investigated and systematised the problems of director's self-fulfilment, which contributed to the awareness of the specifics of the theory and practice of author's cinema parity.Results. Based on the results of the study, conclusions were drawn about the specifics of creating author's models of modern cinema under the influence of the canons of New Hollywood author's independent cinematograph.Conclusions. It was established that the determination of factors of professionalism creates psychological models of professional activity and professional self-consciousness of the individual. The practical significance of the study consists in expanding the arsenal of knowledge about the specifics of the author in cinema and, in particular, the author's cinema of New Hollywood and makes it possible to use them in training courses on the theory and history of cinema and directing.

Рефлексия как культурально-персонологический механизм становления научного творчества и духовного поиска в образовании (в связи с 65-летним юбилеем В. В. Умрихина)

The article is devoted to the actual study of the factors of the formation of the personality of the historian and methodologist of human studies V.V. Umrikhin, the interaction of which forms a psychological mechanism for the development of creativity of a modern scientist. For the first time, the periodization of his life creation in the socio-cultural conditions of the interrelation of external institutional and internal personological determinants determining the formation of the subject of scientific activity and the productivity of his self-realization in the scientific study of history and in the development of a comprehensive methodology of modern psychological cognition has been developed. The system-forming role of the interrelation of formal and informal communications in the formation of professional self-consciousness of the subject of scientific creativity is shown. The interrelation of formal and informal communications in the formation of the professional formation of the subject of scientific creativity is shown. Formal communications were carried out in the institutional space of V.V. Umrikhin's professional education as a student (at the Faculty of Psychology of Moscow State University – Lomonosov Moscow State University) and a graduate student (in the sector of social psychology of science, headed by the scientific supervisor of his diploma and dissertation research, the leading Russian historian of psychology M.G. Yaroshevsky) of the Institute of the History of Natural Science and Technology (IIEiT) of the USSR Academy of Sciences named after S. I. Vavilov, as well as research activities both in this sector and in parallel – teaching the history and theory of human studies at the Departments of General Psychology of Moscow State University and the Orthodox Humanitarian University. V.V. Umrikhin's informal communications were carried out by him with MSU students and IIEiT graduate students who participated in the system-methodological circle on reflexive psychology of creativity, led by I. N. Semenov in the Scientific Student Society of the Faculty of Psychology of Moscow State University and in the All-Union Section "Psychology of Creativity", which worked under the chairmanship of Ya. A. Ponomarev on the basis of the Institute of Psychology of the USSR Academy of Sciences. The system-forming role of complementarity of institutional-formal and initiative-informal communications as socio-psychological determinants in the formation of professional self-consciousness of subjects of scientific creativity in the socio-cultural conditions of the development of modern psychology is shown.

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

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).

PECULIARITIES OF SELF-ATTITUDE OF EDUCATIONISTS WITH DIFFERENT LEVELS OF EMOTIONAL BURNOUT

The article presents the results of an empirical study of the problem of emotional burnout of pedagogues. In particular, an analysis of the peculiarities of self-attitude of educationists with different levels of emotional burnout is made. 
 The nature of the connection between the level of emotional burnout of educationists and the peculiarities of their professional self-consciousness, in particular self-attitude as one of the components of a specialist’s self-consciousness, is analyzed. The results of the comparative study proved that inspite rather high indicators of self-approval and positive self-esteem, the studied pedagogues are not sure that their personality is interesting for others, and they are also convinced that other people and colleagues are not interested in them. We came to the conclusion that most of the symptoms and phases of emotional burnout are not formed within the group of the studied educationists, but they are characterized with a certain emotional closedness, aloofness and indifference, which can be an indicator of their emotional exhaustion, and against this background any emotional involvement into professional affairs and communications can cause the feeling of excessive fatigue of pedagogues.
 The results of a comparative analysis of peculiarities of the self-attitude of educationists with different levels of emotional burnout indicate a general high level of self-attitude of the subjects, but do not exclude the formation of professional deformations of them. In general, it was found that a high level of positive self-attitude of educationists correlates with a low level of manifestation of symptoms and phases of burnout in their professional activities. Educationists with a positive self-attitude are less likely to feel emotional exhaustion, fatigue, and desolation caused by professional activity. In addition, pedagogues with positive self-attitude are less likely to experience the leveling of professional achievements, disruption of professional communications, dissatisfaction with themselves as professionals and their own professional activity, as well as psychosomatic diseases, perception of the conditions of professional activity and interpersonal relationships in the professional area as psychologically traumatic.

Использование психологического тренинга для повышения профессионального самосознания сотрудников ОМОН

A key role in the prevention of negative personal changes is played by the stable professional selfawareness of OMON officers. With a reduced level of professional self-awareness, either excess of official authority is possible, which in turn will provoke significant negative consequences, or untimeliness, instability in the implementation of professional skills, which will also reduce the performance of official tasks.
 To date, the problem of developing professional self-awareness among OMON officers remains poorly understood and requires further study. Psychological training can be one of the effective ways of developing professional selfawareness.
 The purpose of the study is to develop a socio-psychological training for the development of professional selfawareness of OMON officers.
 The article reveals the problem of finding ways to increase the professional self-awareness of employees of special units of the Russian Guard, using the example of a special mobile detachment.
 Based on the analysis of psychological and pedagogical literature, the authors formulated the definition of an employee’s professional self-awareness and described its structure. On the basis of the proposed model of professional self-consciousness, a training was developed and successfully tested, aimed at the formation and development of substructures of self-consciousness. The article presents data from an experimental study.
 An analysis of the leading methodological approaches to studying the phenomenon of «professional selfawareness» led to the conclusion that the effectiveness of the professional activities of OMON officers depends not only on professional knowledge, skills and abilities, but also on a number of psychological factors involved in the regulation of this activity.
 The effectiveness of the training program for increasing the professional self-awareness of employees is confirmed by the statistically significant development of its components, which allows us to recommend it for practical use.

Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ?

The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professional self-awareness, such as The European Portfolio for Student Teachers of Languages, and the European Profiling Grid, tools inspired by E. Berne’s concept of Transactional Analysis, and the author’s reflection grids. The conclusions of the analysis indicate the possibility of the coherent use of available tools and creation of additional tools within the context of education, so that the process of developing teachers’ self-awareness is multifaceted and leads to a sense of professionalism.

The formation of professional self-consciousness of the future teachers of musical art in practical activities

The formation of professional self-consciousness of the future teachers of musical art in practical activities

THE STRUCTURAL COMPONENTS OF PROFESSIONAL SELF-CONSCIOUSNESS OF FUTURE SPECIALISTS

An important condition of the effective process of professional personal development is professional self-consciousness. It manifests in various forms related to the cognitive, emotional and volitional aspects of human mental activity.The educating process of professional self-consciousness is complicated and controversial. It involves many factors, the action of which can often lead to opposite consequences.The purpose of the article is a theoretical analysis of the structural components of professional self-consciousness, definition of the formational stages and evaluation criteria.Professional self-consciousness is a complex mental formation of a person, which is self-awareness of involvement in the profession, encourages professional self-realization and orients the person to active work in the professional field.We can distinguish three stages of professional self-consciousness formation: the stage of early professional self-consciousness that develops during the game (childhood), adolescent professional self-consciousness, characterized by prioritization in choosing future profession (middle and senior school age) and the stage of mature professional self-consciousness (university period, professional activity).The formation of professional self-consciousness at these stages is quite conditional because not every child has professional preferences. Every person following appropriate work can simultaneously form traits that reflect the characteristics of different stages of professional self-consciousness.We can distinguish three main criteria of different levels of professional students self-consciousness: cognitive, motivational-valued and activity-practical, which reveals the presence or absence of certain features that characterize professional self-consciousness.These criteria for assessing the levels of professional self-consciousness make possibility to establish the degree of presence of certain personality traits that are indicators of professional self-consciousness of each phenomenon component: a personʼs attitude to the profession, attitude to himself as a subject, to colleagues, to the object of labour.
 Keywords: self-consciousness; professional self-consciousness; structural components; formation system; stages of formation; self-awareness; evaluation criteria; levels of development; performance indicators.

Professional Consciousness as a Subjective Component of a Personal Professional Development

The study discusses the professional development of the individual, which is a multi-faceted process. The relevance of this work is defined by development trends that radically change the essence of professions on the labour market and require an understanding of the role of career guidance and professional self-determination as a single process throughout the entire working life of an individual. The study aims to investigate professional consciousness as a subjective component of professionalism and consider the algorithm for the development of professional self-consciousness in society. The study covers the main stages of professional development of the individual as a single process. The analysis of documents (monographs, websites, statistics, academic papers, and textbooks) was the objective method for the study. The study researched and systematised the leading approaches to discovering personal potential based on the collected material and identified all types of professional competence using the analysis method. As a result, the definition of factors of professionalism creates mental models of professional activity and the professional self-consciousness of the individual. The practical value of the study discussed and analysed the stages of development and establishment of a professional individual is implementing the results in the educational process and using the provided recommendations for creating a personal programme for mastering the course on the psychology of personality and professional development.

PSYCHOLOGICAL FEATURES OF PROFESSIONAL SELF-DETERMINATION IN YOUTHFUL AGE

On the basis of theoretical analysis in the paper, the content and structure of the concept of "professional self-determination" are clarified. The psychological features of professional self-determination in adolescence are determined. It has been found that professional self-determination is the process of active orientation of the entity in the world of professions associated with the search for the meaning of labor activity, internal and external conflicts, professional and life crises; This is the election process that is periodically repeated throughout the professional career of a person. The structural scheme of this concept includes the following components: individual-typological features of the individual, the idea of themselves and the world of professions, social factors. In the youth age, the period of education in higher education institutions is characterized by the development of the system of basic value representations that characterize this professional community, gaining professional knowledge, skills, skills. There is a development of professional-important personal qualities, a professional self-consciousness, professional suitability begins to form. At the stage of purposeful preparation for the chosen professional activity, the dynamics of professional self-determination is largely begins to be determined by the didactic training system and the nature of the relationship of education claims with each other, with teachers. Adoption of a professional role is achieved only in the fourth year of study when we can talk about the formation of professional self-consciousness. It has been found that the level of professional self-determination in the formation of education of the fourth year is higher than that of the first. This is due to a purposeful preparation for professional activity.

PSYCHOLOGICAL FEATURES OF PROFESSIONAL SELF-DETERMINATION IN YOUTHFUL AGE

On the basis of theoretical analysis in the paper, the content and structure of the concept of "professional self-determination" are clarified. The psychological features of professional self-determination in adolescence are determined. It has been found that professional self-determination is the process of active orientation of the entity in the world of professions associated with the search for the meaning of labor activity, internal and external conflicts, professional and life crises; This is the election process that is periodically repeated throughout the professional career of a person. The structural scheme of this concept includes the following components: individual-typological features of the individual, the idea of themselves and the world of professions, social factors. In the youth age, the period of education in higher education institutions is characterized by the development of the system of basic value representations that characterize this professional community, gaining professional knowledge, skills, skills. There is a development of professional-important personal qualities, a professional self-consciousness, professional suitability begins to form. At the stage of purposeful preparation for the chosen professional activity, the dynamics of professional self-determination is largely begins to be determined by the didactic training system and the nature of the relationship of education claims with each other, with teachers. Adoption of a professional role is achieved only in the fourth year of study when we can talk about the formation of professional self-consciousness. It has been found that the level of professional self-determination in the formation of education of the fourth year is higher than that of the first. This is due to a purposeful preparation for professional activity.

Communication as a means of professional self-consciousness forming in high school seniors by increasing their competence

It is developed the model of high school seniors’ professional competence increasing through communicative action, which is built of three interrelated components: awareness of professional plans, finding ownself in the chosen profession, self-actualization in professional choice. The experiment idea was to open to high school seniors the possibility of applying their internal needs of professional self-realization in their already chosen profession. The aim was to study the role of communicative action as a means for professional self-awareness development in high school seniors. To assess the dynamics of the communicative attitude of high school students, we analyzed the results of V. Boyko’s «Communicative attitude» testing by the mathematical t-Student method before and after the experimental intervention. The experimental group results showed the improvement, that is the decrease in the negative communicative attitude. There were also revealed statistically significant differences in indicators of communicative attitude with different types of professional self-determination of high school students. It is proved that the willingness to respond in a certain way to interpersonal interaction is determined by the factor of communication experience, namely, assessments and experiences of the essence of the acquired experience, views, and behavior. These indicators differ significantly depending on the professional self-determination of high school students. It is concluded that the increase of professional competence through communication leads to the improvement of mental and emotional state, and creates a new internal situation for professional self-determination optimization. The condition of professional self-determination, which can be used by a psychologist in career guidance work, is the use of informational action to start rethinking high school seniors’ own reality, which accordingly forms the strategy of their behavior. The further research perspective is seen in the development of professional psychological training and the use of the method of causometry in high school students

THE PARADIGM OF DIALOGUE INTERACTION AS A WAY OF THE PROFESSIONAL DEVELOPMENT OF FUTURE TRANSLATOR

In the article we’ve shown that the professional development of the person takes place through qualitative changes that facilitate the emergence of a completely new level of its integrity. The latter involves qualitative changes in the characteristics of the person, the transformation personal characteristics which have already been formed, fairly consistent guidelines, values ​​orientations, motives of behavior under the influence of constantly changing social relations. Also, the professional development of the person is carried out as a result of restructuring its orientation. At the same time, the professional orientation of the person is the result of a contradictory combination of socialization, that is emphasized on the mastery of a person with socially significant experience and culture and provide individualization (the process of the development of intelligence, will, aesthetic taste, creative abilities of the person, etc.). In the process of professional development of the person occurs the formation of the subject’s integrity. This integrity consists of: 1) subordination of all elements of the structure of the personality, the subject’s orientation, which ensures the continuity, the length of all periods of person’s professional development; 2) to acquire the necessary professionally significant qualities, properties and characteristics.
 We’ve proved that significant features of the professional formation are found in the process of finding the person’s individual ways of performing professional activity, which is accompanied by the formation of individual personally meaningful (including creative experience), professional self-consciousness, a system of professional motives, personal meanings, values ​​and senses. The analysis of scientific researches, which in one way or another one deals with the problem of professional formation, shows the unity of researchers’ opinions that professional formation is a dynamic process of transformation (or restructuring) personal and professional qualities, characterized by self-determination, self-improvement, self-education, self-actualization, self-realization, actually shaping one’s consciousness. Thus, professional development can be showed as a long process of mastering the profession.
 Thus, the analysis of the scientific literature indicates that the process of professional formation can be represented in two ways: the scheme of procedural reproduction (as a temporary sequence of stages, periods, parts) and the structure of professional activity (as a set of ways and means of performing professional activity, when their compliance is not a temporary determination, but a targeted presentation and realization). Professional formation is also understood as the development of person’s professional competence, as a process of mastering the means of solving professional problems and tasks, as well as mastering models of making professionally significant decisions.
 We identified the main stages of the professional development of a specialist: a preparatory (pre-university) stage, associated purely with the choice of profession; the initial (university) stage, during which professionally important skills, characteristics and personal traits are formed; the main (postgraduate) stage as a period of the development of personal qualities of the man facilitating his/her full self-realization in the professional activity. At this stage the formation of the professional as a person takes place.
 So, we have to admit that the problem of the development of the person of translator is a dynamic process that constantly unfolds in time and space, proceeds from the moments of formation of professional intentions to full realization of oneself in the process of creative professional activity, the main contradiction of which is the contradiction between unique personality traits and objective requirements of the leading professional activities the significance of which is that it should be led to further development of the person. It was emphasized that by realizing himself/herself in the leading professional activity, the person gradually changed, which led to the restructuring of the motives of his/her leading activity, to the formation of new properties, qualities and characteristics of the person, which are extremely important for professional activity in general.

ROLE OF METASUBJECT EDUCATIONAL RESULTS IN LEARNERS’ PROFESSIONAL SELF-CONSCIOUSNESS FORMATION

The article reveals the notion of metasubject educational results that are closely connected with the formation of universal skills necessary for a specialist in demand in the contemporary society.
 The purpose of the article is to identify the influence of metasubject results on the learners’ mastering of knowledge, abilities and skills as well as to establish the relationship between formed competences and learners’ professional self-consciousness development.
 Materials and methods are considered to be theoretical research of discussed notions, analyses of literature, generalization and systematization.
 Results. Metasubject results are considered to be cross-cutting educational results related to universal competences formation in accordance with educational programs of basic general education and complete secondary education.
 The emphasis is placed on the development of cognitive, informative, communicative and regulatory competences while the latter is viewed as indicator of direction of learners’ professional self-consciousness formation. The article touches upon the role of the teacher in the formation of competences and metasubject educational results necessary for learners’ professional self-consciousness growth.
 Conclusions. The educational process should be organized in such a way to develop skills and abilities of learners using the most effective motivating means. The development of competences is to promote metasubject results necessary for learners’ professional self-consciousness formation and growth.

SCIENTIFIC PROJECTIONS OF THE PHENOMENON OF PROFESSIONAL IDENTITY OF FUTURE EDUCATORS

One of the fundamental scientific problems that have interested scientists today is the problem of professional identity, that is, the transformation of the personality into a professional whose relevance has been determined by the significance of professional activity both for society and for each future specialist. We belive that in the conditions of globalization, professional identity can be considered as the main determinant of professional development of personality and the main characteristic of the subject of labor. The purpose of the article is the theoretical substantiation of the phenomenon of professional identity of future educators. In order to realize the aim of the research, we have used such theoretical methods as − systematic and structural analysis and systematization of philosophical, psychological and pedagogical works that made it possible to substantiate the researched phenomenon; pedagogical analysis and synthesis, classification and generalization - to clarify the essence of key conceptions of the research. We have conducted theoretical analysis which allows us to determine professional identity as a systemic, dynamic, multilevel psychological phenomenon, which has directly been related to professional self-determination, professional self-consciousness and professional development. We have distinguished personal features that determine the formation of professional identity: harassment, self-esteem, value and responsibility. We believe that professional identity is the most important factor of person's psychological well-being, because it has provided a sense of stability of the surrounding world and confidence in their power. In our opinion, the criteria for the successful process of becoming a professional identity of future educators have been: positive self-esteem; level of harassment; satisfaction from doing of professional tasks and a positive attitude towards professional activity; responsibility for the implementation of the norms, rules of professional activity and requirements relating to the personality as a professionalist; the adoption of norms and values ​​inherent in a professional community; academic success. Achievements of professional identity have occured exclusively in the process of self-development, in the context of vocational training and successful integration of future educators into professional environment. We have been convinced that the formation of professional identity of future educators should be the strategic goal of the national educational system.

COMPARATIVE ANALYSIS OF PROFESSIONAL SELF-CONSCIOUSNESS PECULIARITIES OF EDUCATORS WITH DIFFERENT QUALIFICATION LEVEL

The article presents the results of a study of professional self- consciousness of educators with different work experience in the specialty. The main directions of scientific research in the field of personal self-consciousness and professional self-consciousness in particular are pointed, the analysis of theoretical approaches to definition of professional self-consciousness and its structure allocation is given. 
 The data of a comparative research of the peculiarities of the development of professional self-consciousness of educators with different levels of qualification were analyzed. Its results showed the existence of differences in the level of development of all components of professional self-consciousness of the studied educators. We concluded that the differences in the development of the cognitive component are in the degree of self-esteem and self-understanding. Also, gaining professional experience and changing the level of qualification have an impact on the development of the emotional and evaluative component of professional self-consciousness of pedagogues. There are differences in the development of the regulatory component of professional self-consciousness of future and working teachers in terms of their self-confidence as a specialists. Pedagogues with different levels of qualification have differences in the manifestation of motivation for success, which is a part of motivational component of educators’ professional self-consciousness. Also, with the change of professional qualification, there are differences in the degree of their purposefulness, productivity, self-belief as a specialist and meaningfulness in the profession. 
 In general, it was found that the lowest level of the components of professional self-consciousness is observed for students, who, however, have a high degree of meaningfulness of life and themselves in the profession. At the same time, the highest level of development of the components of professional self-consciousness is observed for teachers with up to 5 years of experience.

МЕТОДИКИ ОЦІНКИ КРИТЕРІЇВ СФОРМОВАНОСТІ СТРУКТУРНИХ КОМПОНЕНТІВ ГОТОВНОСТІ МАЙБУТНІХ ФАХІВЦІВ СЛУЖБИ ЦИВІЛЬНОГО ЗАХИСТУ ДО САМОЗБЕРЕЖЕННЯ У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ

The article describes the evaluation methods of the formation structural components criteria of the future civil defense service specialists’ readiness for self-preservation in professional activities. It is described the developed computer program, which allows to evaluate the readiness levels of future the civil defense service specialists for self-preservation in professional activities and promotes the inclusion of information and communication technologies in the educational process in National university of civil defence of Ukraine. It is given the indicators of the motivational criterion, which includes the positive nature of the cadet’s motivation for professional training, which will allow him to carry out self-preservation in further professional activity. It is emphasized that to assess the level of motivation of cadets to vocational training, we propose to use the modified method “Study of motivation of vocational training of cadets”, proposed by V. Katashev. It is proposed to use the questionnaire to determine the level of formation of the motivational component of the readiness of the future specialist of the civil defense service for self-preservation in professional activities. The method “Study of motivation of professional training of cadets”, created by the foreign scientist V. Katashev, which allows to find out the level of professional motivation of the cadet and if necessary to make changes in the initial educational process aimed at development of his professional self-consciousness is described. The completeness and thoroughness of mastering the professionally oriented knowledge required by the cadet for self-preservation in further professional activity is an indicator of the cognitive criterion; To find out, it is proposed to use self-preservation test tasks, which the cadets had to answer, determining, in their opinion, the correct answer, and get the appropriate number of points for the correct answers. The formation of the cadet’s design-constructive, executive and analytical-reflexive skills and abilities to implement self-preservation in professional activities is an indicator of the operational-activity criterion. It is emphasized that in order to establish this criterion it is proposed to develop a diagnostic card to assess the levels of formation of design and construction, performance and analytical-reflective skills and abilities of the cadet to implement self-preservation in professional activities. Completeness of the cadet’s social creativity, his ability to self-education and self-development for the effective implementation of self-preservation in professional activities is an indicator of the reflexive-analytical criterion. Also described is a test to determine the level of social creativity of the individual. It is emphasized that for the future specialist of the civil protection service it is important to be able to quickly search for and effectively apply non-standard, original creative solutions to professional situations in self-preservation in professional activities. It is substantiated that the basis for the purposeful development of this ability is a set of properties that make up the creative and communicative potentials of the individual.

Training of postgraduate students – future teachers to pedagogical activities

The article analyzes the focus of modern pedagogical education on the development of a professional teacher capable of updating personal and creative potential. The author uses the following methods: analysis and synthesis of thematic scientific information, results of research by specialists in the area under consideration; synthesis and systematization of facts and provisions; pedagogical observation. Also, it substantiates the main conditions for the professional formation of a graduate student-future teacher: the development of professional self-consciousness, the formation of frustration tolerance, communicative competence, the need to develop personal and professional competencies. Experience of introduction of practical-oriented system of training aimed at formation of pedagogical orientation, development of professional pedagogical thinking, social-perceptual and communicative skills of graduate students-future teachers is presented. The article proves the need for a value and meaning orientation of professional training in psychological and pedagogical education, which leads to semantic search and semantic construction in pedagogical activity. Training forms and methods that conducive to the development of personal and professional competencies are described: pedagogical studio, art-therapeutic workshop, communication training; conflict method, analysis of pedagogical situations, analysis of artistic and pedagogical works, mastering of partnership interaction techniques. Awareness of a postgraduate student a future teacher of his potential, prospects for personal and professional growth encourages him to constantly experiment in the course of his professional activity, search, creativity and choice. The sooner the directed personal and professional development of the teacher begins, the more it is possible to predict his psychological well-being and personal growth

Формирование профессионального самосознания будущих педагогов в добровольческой деятельности

The paper discusses the problem of the formation of professional self-consciousness of students of pedagogical specialties. It is noted that professional self-awareness, as an integral part of personal self-consciousness, is a complex dynamic education that is formed under the influence of the professional environment and the active participation of a personality in professional activity. An important stage in the development of a person's self-awareness is the time of receiving professional education. The authors believe that the formation of professional self-awareness is facilitated by the involvement of students in volunteer activities. The concepts of volunteering and the experience of organizing student volunteering in the Republic of Buryatia are analyzed. The study presents a system of work on the formation of professional self-awareness of students, consisting of two stages: 1) training for volunteers; 2) participation of students in professionally oriented volunteer activities. The effectiveness of this work in the formation of cognitive, affective, behavioral components of professional self-awareness has been proved.