Professional Self-determination Of Students Research Articles

FEATURES OF PROFESSIONAL AND PERSONAL SELF-DETERMINATION OF STUDENTS IN THE PROCESS OF UNIVERSITY SOCIALIZATION

The article points out that self-determination is closely related to the opportunities of self-fulfillment, self-develop- ment, the sense of self-confidence, and the effectiveness of students’ activities at the university. The personal and professional self-determination of students is considered as a derivative of the process of their university socializa- tion. The author reveals the main features of the professional and personal process of formation of future specialists in the process of professional studies at Lugansk State Pedagogical University.

THE STRUCTURE AND CONTENT OF THE BASICS OF TRANSLATION COMPETENCE OF STUDENTS OF SENIOR SPECIALIZED CLASSES

The integration of profi le-oriented training at the senior stages of school education is aimed at professional self-determination of students. The results of the educational process are defi ned in the relevant regulatory legal documents, on the basis of which the modern system of education is built. According to the requirements refl ected in these documents, the state currently sees the need to teach high school students how to work with textual information as a way of transmitting existing knowledge, for communication, and as a tool for receiving new information, in order to enrich existing knowledge. Such an organization of the learning process is aimed at creating a unifi ed educational space and establishing interdisciplinary connections. According to the requirements of the standards, students of specialized classes must be taught written profi le-oriented translation of popular scientifi c texts. However, in the available scientifi c research on the topic of teaching translation, the question of teaching this type of speech activity directly from a professional point of view is most widely disclosed. The authors argue that it is wrong to talk about the formation of translation competence in the framework of training in a specialized high school class, but it is possible to form the foundations of translation competence. Taking into account the generally accepted structural and content composition of translation competence, the peculiarities of the organization of the learning process in the senior profi le school and the subject results of profi le and noncore subjects (using the example of a socio-economic profi le with a profi le subject “Economics”), the structural and content composition of the foundations of translation competence in the form of three components: linguistic, subject-oriented and information-orientedtechnological, which are implemented in the process of forming the required competence in three aspects: cognitive, activity and analytical.

PROFESSIONALLY ORIENTED FOREIGN LANGUAGE TRAINING IN THE SYSTEM OF SECONDARY VOCATIONAL EDUCATION ON THE BASIS OF CLIL APPROACH

The relevance of the research is due to the need to modernize foreign language (FL) training in the system of secondary vocational education (herein after referred to as SVE) as part of the implementation of the new Federal State Educational Standards in the context of strengthening the career guidance potential of FL learning. Accentuating the FL learning professional bias in college is aimed at developing students’ FL communicative competence in situations of professional communication and also for the sake of developing students’ professional self-determination. However, the development of the foundations of professionally-oriented FL training of SVE students has not been the subject of a separate study, which determines the urgency of the presented work. The purpose of the study is to work out the content and organizational foundations of professionally-oriented FL training, based on the CLIL approach. The study identifi es principles, requirements, didactic tools and materials that ensure the students’ mastering FL professional communication and the professional self-determination of students in the process of specialized FL training in the SVE system. It has been established that the electronic educational training manual on information technology and telecommunication systems, based on the CLIL approach, developed in the course of study has proven its effectiveness. The proposed principles, stages and content of teacher and student activities ensure the integrity of educational and personality developmental aspects of professionally-oriented FL training of SVE students, parallel and simultaneous mastery of all types of speech activity in the process of solving problem quasi-professional tasks in a specialized fi eld, and can be successfully used in a real educational process in a FL class at a SVE institution.

Актуальные вопросы учебно-профессиональной мотивации студентов вуза (на примере КГПУ им. В.П. Астафьева)

The article describes the experience of implementing a continuous study of educational and professional motivation of students on the basis of the Krasnoyarsk State University named after V.P. Astafiev. The author considers educational and professional motivation as a predictor of personal and career prospects, and discusses the need for both a broad study of the motivational profile of the personalities of university students, and the implementation of the results obtained in real educational practice through the development and implementation of programs for psychological and pedagogical support of personal and professional self-determination of students, educational work and advisory activities of a psychologist in support of the course of age-related personality crises of students. The results of a study conducted on a sample of 613 university students demonstrate a pronounced motivational gap at the age of 20, which suggests possible reasons for the sharp decline in educational and professional motivation - the lack of psychological and pedagogical support for students in the course of a youth crisis (identity crisis) or the beginning of a quarter crisis. life. Both assumptions demonstrate the urgent need for psychological support for university students, including the development and implementation of both programs of psychological and pedagogical support for students (including crisis ones), and work on methodological enrichment of the content of disciplines and educational activities in order to systematically implement the individualization and differentiation of the educational process.

Профессиональное самоопределение школьников Хабаровского края: социологический анализ

The article analyzes certain aspects of professional self-determination of schoolchildren in the region based on the results of mass survey of schoolchildren in the Khabarovsk territory. The authors show which factors have the greatest impact on the professional self-determination of students. The main ones are the level of wages and stereotypes about the prestige and profitability of certain professions in the Russian society. The authors conclude that professional orientation of school students is closely related to their value set. This study allowed us to establish that, in general, the attitude of respondents meet the requirements that the state and society impose on the relevant professions. In turn, respondents are looking for those areas of employment that are really able to meet their expectations from the profession. The article also identifies key areas for improving the effectiveness of career guidance in the region, which the respondents include, first of all, development of the subject-practical forms of such work.

Специфика профориентационного обучения иностранному языку на основе интегрированного подхода в системе среднего профессионального образования

Professional self-determination of students is one of the problems of modern society. Recently, secondary vocational education has been of particular interest to school graduates for the purpose of further admission to higher education, therefore, the question arises about the need for career guidance training for students enrolled in secondary vocational education programs for post-graduate training in bachelor’s/specialty programs. The basis for the implementation of career-oriented foreign language teaching can successfully be an integrated approach (subject-language integrated learning), the effectiveness of which has been proven in research. The integrated approach has all the necessary principles that make it possible to implement this model in practice. The features of career-oriented teaching of a foreign language based on an integrated approach in the system of secondary vocational education are: a) motivation of students to study a foreign language with a career guidance goal based on an integrated approach; b) the use of a set of foreign language tasks reflecting the peculiarities of humanitarian areas of training in higher education; c) career orientation of the subject-thematic content of the integrated course; d) the distribution of students in accordance with the level of foreign language communicative competence; e) modular presentation of educational material in accordance with the humanitarian directions of training at the university; f) awareness of the foreign language teacher in the subject content of thematic modules.

Empirical Model of Pre-University

The purpose of the study. Generalization of the results of creating a pre-university model (on the example of the economic lyceum of the Plekhanov Russian University of Economics) for the general case of organizing specialized schools.Materials and methods. By the method of selective observation according to the criterion of involvement in the educational process, 226 respondents were selected to conduct a standardized survey. To process the results obtained, methods of mathematical and statistical analysis were used, such as correlation, regression and factor analyzes. To analyze the subjective effectiveness of the pre-university as a form of education, a controlled experiment was conducted.Research results. The following results were obtained and summarized:The activities of the pre-university are closely related to career guidance. Students single out vocational guidance work as a key area of work of the pre-university.The satisfaction of schoolchildren as participants in the educational process depends on the competencies of teachers and satisfaction with the material and technical base of the pre-university.There are two trajectories of professional self-determination of students. The first one is through the university where the pre-university is located. The second is through the broader needs of the labor market.The opinion of teachers on the block of professional self-determination is uniform in comparison with schoolchildren. Teachers believe that most students have made a conscious choice and their choice meets the needs of the labor market.Participants in the educational process believe that the functional model of the pre-university is the most effective. Because of the experiment, results were obtained regarding the subjective effectiveness of pre-university models. The details of the experiment are described in the results of the study and allow us to draw a conclusion about the heuristics of students regarding the learning model.Conclusion. The results of the study showed that pre-university students are satisfied with the educational process, which is largely related to the competencies of teachers. Just the university, as an organization that accumulates scientists and representatives of the scientific community, can become a costly platform for organizing interaction between talented teachers and talented students.As a result of the study, differences were established between vocational guidance at the university where the pre-university is located, and general vocational guidance. Both private and general career guidance are aimed at reducing the risks for the student to not fully decide on the choice of profession when entering a university. Empirical Model of Pre-University.From an economic point of view, the pre-university accumulates the resources of the university in terms of material and technical equipment and, for example, food. This is an important factor influencing the satisfaction of students from the educational process.The empirical pre-university model, which is based on the functional interaction of pre-university students with university students (the model is shown in Figure 2), proves the importance of strategic research in the field of economics of education and educational policy. The results of the study can be used to develop pre-university schools as a form of school education in order to develop human capital at the stage of schooling and increase the subjective success and satisfaction from the educational process of students.The authors hope that this article will become a platform for studying the pre-university as a form of school education in the economic and sociological facets of analysis.

Практико-ориентированные подходы в профессиональной ориентации школьников

A number of state documents in the field of education emphasize the importance of organizing an effective system of career guidance for students. The relevance of this work is due to several reasons, one of which is the strengthening of the dynamics of the labor market and the market of professions. Today, futurologists find it difficult to say which of the professions will be in demand in the future. Today's students should have a clear understanding of what the expression "lifelong education" means and be ready to change their profession.
 One of the modern approaches to creating an effective career guidance system is the actual approach, that is, the orientation of the student to the choice of a profession for the "here and now", but at the same time, teachers should warn about a possible reorientation. All this determines the acuteness of the problem of pedagogical support of professional self-determination of students.
 In addition, it is quite obvious that the socio-economic development of the country depends on the correct choice of a profession by school graduates, since this choice determines the motivation to receive a quality professional education.
 The authors of the article believe that for effective career guidance, an educational organization should use all resources (resource approach), in particular, the resources of additional education.
 The authors' material may be useful for teachers working on the creation of a career guidance system based on modern practice-oriented approaches.

Influence of motivational sphere on professional self-determination of medical college students

The aim of the study is to study the influence of the motivational sphere on the professional self-determination of medical college students. Results. A theoretical analysis of scientific psychological literature was carried out, the concepts of «professional self-determination», «professional self-determination of students», «motivation of professional self-determination» were defined; the features of professional self-determination of students of secondary professional institutions were revealed; the influence of the motivational sphere of students on their professional self-determination was studied; a set of diagnostic methods was selected in order to identify the influence of the motivational sphere of students on their professional self-determination; a quantitative and qualitative analysis of the results of the empirical study was carried out. Conclusion. The study of the problem of the influence of the motivational sphere on the professional self-determination of students of secondary vocational educational institutions is an urgent problem at the present stage of development of psychological science. The educational and professional activity of students becomes successful if they have a high level of motivation for this type of activity.

Pedagogical Support of Socio-Professional Self-Determination of Students

Recently, the prevailing trend is that graduates do not work in their profession; the purpose of the article is to study ways to improve the effectiveness of social and professional self-determination of students. The authors conducted an empirical study of the causes of this phenomenon and identified the main ones (the choice was made for the student by his parents; in the process of studying, the student became disillusioned with the chosen profession; the chosen profession does not bring the necessary earnings; did not find a job in the speciality). The article noted that the percentage of work in the profession depends on how long ago the specialist graduated from the university. The authors identified what causes could be eliminated in the process of teaching students. Having analyzed the existing pedagogical methods for students' more confident social and professional self-determination, the authors proposed the conceptual foundations of pedagogical support for students' social and professional self-determination. These recommendations will make it possible to correct students' social and professional self-determination in their speciality. The authors proposed an algorithm that allows to visually and transparently determine the student's attitude to the chosen speciality and ways to persuade the student to look for a job and work in the profession and the necessary tools for this. The proposed dual approach to adjusting the socio-professional self-determination of students will allow them to identify the problem at an early stage, track it and fix it with adjustment. Research has shown that there are several main reasons why a student does not work in a profession. All these reasons, in our opinion, are subject to correction in the learning process. The main feature of success is the desire of the university to identify such students at an early stage, a developed adjustment mechanism and constant control and monitoring. A further promising direction of research is the development of questionnaires that can identify this problem and a mechanism for attracting artificial intelligence that can guide each student individually and signal when the university's intervention is necessary.

DIGITAL TRANSFORMATION OF THE GLOBAL EDUCATIONAL ENVIRONMENT

The phenomenon of digitalization of education is interconnected with the features of the modern generation, which is rapidly integrating into the global educational space. Active involvement of personalized services in the lives of young people exacerbates the problem of finding new educational technologies, updating the content of education to meet individual educational needs, personal and professional self-determination in the context of their life and career growth. Digitalization of the educational environment expands the possibilities of communication, changes the social situation, transforms the motivational and value sphere, affects the personal and professional self-determination of students as a digital generation immersed in the digital environment and digital communications, the bearer of computer-generated values , mobile devices, Internet, social networks. The digitalization of education is a powerful trend in reforming and modernizing the global educational environment and involves the conversion of all types of information from various sources into digital language. Forecasts suggest the transition of the learning process to a digital environment as a turning point in the history of education. The article investigates the preconditions and current trends in the global digitalization of education. The necessity of using new digital pedagogical technologies is reasoned and the possibilities of access to various tools for expanding the field of blended learning are outlined. It is confirmed that the digitalization of the educational environment expands the boundaries of communication, changes the social situation, transforms the motivational and value sphere, affects the personal and professional self-determination of students. It was found that the introduction of the digital technologies in education is the dominant trend of reforming and modernizing the global educational environment and involves the conversion of all types of information into digital language.

IMPROVING PARENTAL EDUCATIONAL COMPETENCE IN CAREER GUIDANCE FOR HIGH SCHOOL STUDENTS WITH HEARING IMPAIRMENTS

Introduction. The paper highlights the issues of improvement in the educational competence of parents of hearing impaired children in terms of the family considered as a system-forming determinant in the socio-cultural status of the child, which predetermines their further psychophysical and social development, and professional self-determination given special educational needs. Materials and methods. The study relies on the analytical methods (exploration and analysis of psychological and pedagogical scientific and methodological literature on the problem of research, study of pedagogical experience), diagnostic methods (questionnaires, analysis of documents, conversations), and statistical methods (quantitative and qualitative analysis of the results obtained and processing of experimental data). The results of the study. The study has identified the difficulties encountered by parents of high school hearing impaired students when discussing one of the most serious issues in a teenager’s life, i.e., the choice of a specialty and future profession. The stages of work with parents have been developed to improve educational competence in professional self-determination of students with hearing impairments; the criteria and indicators of parental readiness for career guidance of their children have been identified. Conclusion. The family plays an extremely important role in solving the problems of professional self-determination of individuals with hearing impairments since it forms the closest environment of the child, which builds 1) the child’s self-esteem; 2) the picture of the world; 3) their ideas about their place in the world around them; 4) professional attitudes and understanding of the world of the profession. Therefore, the style of upbringing and the level of interaction in the family, the development of children’s focus on success, the organization of an educational and developmental environment in family conditions help to overcome the emerging crisis associated with the need to choose their professional path. The results of the study include the development of stages of the work with parents of hearing impaired students on building their educational competence in career guidance for high school students in the family, with a focus on the special educational needs of hearing impaired children

DIGITAL TRANSFORMATION OF EDUCATION IN MODERN EDUCATIONAL SPACE

The purpose of this work is to identify and study the conditions for using digital technologies in the educational space, which act as drivers for changing the model of the domestic education system in the global, social and economic aspect. The article analyzes the phenomena denoted by the concepts of “digitalization of education”, “digital transformation of education”, which have become markers of sociocultural changes in the life of Russian society and are widely discussed in scientific communities. The trends of the digital transformation of domestic education in the world, information, economic aspects are presented: engineering and technological, subject-environmental, organizational and methodological, etc. The relevance of the study is due to the fact that the content components of changes in the educational space are considered as strategic factors for the modernization of the domestic education system. The authors believe that the formation of the education system at all levels goes through a difficult path from the integration of digital tools to the formation of a complex worldview of the modern generation. Today, digital technologies are most actively implemented in additional and additional professional education: digital verified content, personalization of the educational route based on the student's digital footprint. The formation of a digital competence profile in the system of continuous education based on individual characteristics and activity experience reflected in the digital footprint already has successful examples of implementation in the form of practical solutions in domestic and foreign practice. As an effective practice, the achieved results of the digitalization of the educational process in the “Quantorium” technopark (Voronezh) are considered. The subject of scientific interest is the factors and conditions for the formation of the ecosystem of the educational space in the context of the digital transformation of the leading sectors of the economy and the professional self-determination of students.

ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ ОБУЧАЮЩИХСЯ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ

The article presents the results of the development and implementation of effective practices aimed at assisting professional self-determination of disabled children with and children with physical condition (PC) in the continuing education system. The effectiveness of this work in the conditions of distance learning is shown. The professional self-determination of students with PC is complicated by a number of conditions, both related to health restrictions available to the student and a limited range of possible professions. Making a choice that meets the desires and opportunities of such a student is very important, since this ensures his independence and full life in the future. The article analyses the conditions of professional self-determination of children who are unable to attend educational institutions systematically and stay there or at home; the need and possibility of providing them with assistance in a distance school are justified. The results of diagnosis of parental position on vocational guidance of a disabled child and results of questionnaire of students are presented. An additional general-education program developed for children with disabilities and children with physical condition of 8 9 classes is described in order to update the process of professional self-determination of children with disabilities and children with PC, prepare them for making informed professional choices taking into account the individual characteristics and capabilities of students, implemented as part of distance learning in the context of continuing education.

Pedagogical support for professional self-determination of high school students in IT professions

Introduction. The formation of professional self-determination of high school students and the associated choice of vocational education is an urgent problem of the modern school. This paper examines the possibility of pedagogical support to solve this problem by the example of the formation of ideas about IT education and IT professions at a level sufficient for their conscious choice in Russia. The tools discussed are the school Computer Science course and, more broadly, teacher-led non-formal education in the field of computing.The aim of this article was to analyse the factors affecting the conscious choice of high school graduates of IT professions and types of professional IT education, and the possibilities of pedagogical support for the formation of this choice by means of informatics education, implemented by means of a modern information and educational environment.Methodology, methods and materials. A systematic approach was applied, i.e. not only school but also subsequent stages of professional development of students were analysed. The leading theoretical methods were the analysis of the knowledge system, generalisation, identification and resolution of contradictions in the process of self-determination of students in the IT profession. Empirical methods for collecting, analysing and interpreting empirical data were also employed. The analysis of academic publications, documents and statistical data was carried out.Results. It is shown that the main reasons for the low level of formation of the professional self-determination of high school students in the IT profession are the following factors: insufficient attention paid in the school Computer Science course to the technological aspects that underlie most of the IT professions; lack of awareness of labour functions in IT professions; lack of awareness of the content of training in various areas of higher IT education and the focus of these areas on specific IT professions; ignorance of the real demand for the country’s economy in various IT professions.The school course in Computer Science can become a system-forming beginning in the formation of professional self-determination of high school students in the IT profession, but in its current state, it does not fully fulfill this function. The reasons are the inability to provide everyone, who wants to study Computer Science in high school at an in-depth level, the neglect in this course of the technological aspects of computing that underlie most of the IT professions, and insufficient use of the information resources of the information and educational environment of modern non-formal education.One of the ways to solve this problem is to supplement the Computer Science course with a special pre-professional training module, which will purposefully acquaint students with IT professions, with information technologies that underlie these professions, as well as the types and the content of the most popular areas of professional IT education and their connections with IT professions. To implement such a module, in addition to traditional forms of education, distance and network learning can be used, including with the involvement of university teachers and employees of leading IT companies.Scientific novelty. For the first time, the problem of pedagogical support for the formation of professional self-determination of senior high school students in the IT profession has been investigated.Practical significance. The obtained results can become the basis for improving school informatics education for the full fulfillment of the task to develop the professional self-determination of students in the IT profession.

Формирование профориентационной среды: из опыта работы школы Подмосковья

Global changes taking place in all spheres of life have influenced the education sector. The school must prepare a graduate who can successfully socialize and be in demand and competitive. That is why the problem of professional self-determination and choice of a future profession by students is especially acute.
 According to the authors of the article, one of the most important conditions for the successful professional self-determination of students is the vocational guidance environment of the school. The authors give a definition of the concept of "vocational guidance environment". They describe the stages of its formation, and also present the experience of creating a career guidance environment in one of the schools in the Moscow region.
 The material of the authors can be useful for creating a career guidance environment, early career guidance and pre-professional training of students in educational organizations, which will ensure the emergence of a "new type" graduate - a young person who has the ability to consciously choose a professional path in unity with professional mobility.

Peculiarities of Professional Self-Determination of Students

The article addresses the problem of professional self-determination of university students; describes the main approaches to the concept of professional self-determination, its components and stages; analyzes the experience of professional self-determination of international student, and highlights the key trends and practices that can be used in Ukrainian universities; and investigates interrelations between professional self-determination and professional identity.The results show that such indicators of professional self-determination as Autonomy, Decision-making, and Planning have an average degree of severity. But the Information scale was the lowest one. It indicates the need for organizing additional information activities and courses. Also, a strong relationship was found between Autonomy, Decision-making, Planning skills, and the formation of professional identity. It emphasizes the importance of developing these components in an integrative way. The research reveals that the main status of professional identity among students is the moratorium (crisis of choice). It indicates that most students are undecided and looking for professional trajectories, options of career development, and they need additional support in this area. Also, most students have an average subjective control level. We can conclude that they are ready to make decisions, with additional support and coaching.As a result of the analysis of the experience of international students, the following practices that can help to promote professional self-determination: a separate course “Marketing Yourself”; a task to create MindMap of yourself (about interests, dreams, aspirations, fears and doubts); career centres that regularly organize lectures; resume and interview workshops; and writing reflections after every course.

Formation of professional competencies as a basis of professional self-determination of students of agricultural universities

The article presents an analysis of the problem of the formation of professional competencies as the basis of students’ professional self-determination. Attention is paid to comprehending the aspects of the competence-based approach in professional education, which was developed in foreign practice and introduced into the Russian educational paradigm and acquires specificity in the space of interaction with Russian scientific psychological and pedagogical traditions. The article describes the components of professional competence, comprehends the important points of professional self-determination of students, and presents the main tasks of psychological and pedagogical support of the process of professional self-determination of students. A person in the reflexive-value space of his professional self-determination can become the author of personal self-development and consciously transform his professional biography. However, it is important to understand that this process is largely determined by the external circumstances of life, economic, political, social conditions. In this regard, it is necessary to note the importance of the educational space, the activity of teachers, who by their activity create certain psychological and pedagogical conditions for the professional self-determination of students.

ДИНАМИКА УДОВЛЕТВОРЕННОСТИ ОБРАЗОВАНИЕМ УЧАЩИХСЯ СТАРШИХ КЛАССОВ

The article considers the results of assessing the satisfaction with the education of high school students. The authors interpret the satisfaction of senior schoolchildren as an emotional and evaluative attitude of them, as subjects of education, to its conditions, process and results. Satisfaction with education is considered as a subjective indicator of the quality of education, its conditions, process and results, and a regulator of students ' interaction with other participants in the educational process. Satisfaction as an indicator allows you to evaluate or measure different components of the educational process and educational interaction, identify bottlenecks in them, and offer a number of recommendations aimed at leveling and eliminating them. As a regulator, satisfaction with education allows you to influence the behavior scenarios of participants in the educational process. Satisfaction with education is a necessary condition and component of the psychological security of the educational environment, which affects the formation of the personality and individuality of schoolchildren. To measure the degree of satisfaction with education, the approach proposed by V. Y. Gorshkov was used, which assumes an assessment of the difference between the request (expectation) of students according to the parameter of life and activity at school. It was laid down and implemented as a methodological tool in the questionnaire for high school students, aimed at the overall assessment of high school students ' satisfaction and identification of its components, developed in the Central Educational Institution IKKO YAO. The article presents the results of a general assessment of the satisfaction of students in grades 8-11 and a factor analysis of indicators of satisfaction with education. It was found that the overall satisfaction with the education of high school students is moderate and increases from the 8th to the 11th grade. The most important factors of satisfaction with the education of high school students are the help from school employees in self-realization and professional self-determination of students, satisfaction with the process and content of communication (interaction) of participants in the educational process and satisfaction with knowledge in various subjects studied at school. A comparative analysis of the satisfaction with education of students in grades 8-11 showed the presence of significant differences in the quantitative indicators of satisfaction factors, the structure of its indicators. The psychological analysis of the causes of the revealed patterns in the dynamics of satisfaction with the education of students in the parallels of grades 8-11 is carried out. The most important of them is the age dynamics of the needs of students realized in the educational space of the school.

Профессиональное самоопределение студенчества: мотивационно-ценностный аспект

Профессиональное самоопределение студенчества: мотивационно-ценностный аспект