E-mail: Send an e-mail
E-mail: Send an e-mail
Introduction. The article presents the experience of a pedagogical university on the professional orientation of students. An example of such a work is a didactic game in the form of a workshop. Participation of students in the event allows you to independently obtain information and orient yourself in the matter of professional career growth in teaching.
Materials and methods. The main methods of studying the vocational orientation of students of a pedagogical university were the analysis of scientific literature, the study of activities on this issue of university services and curators of academic groups, and, of course, the use of methods for studying the status of professional identity (authors A. A. Azbel, A. G. Gretsov, J. Garcia).
Results. The main and most characteristic indicators of professional self-determination was identified professional identity, educational and professional motivation and professional readiness of students for the upcoming professional activity. Conducted research allowed to determine the peculiarities of the formation of the motivation of professional self-determination with a focus on the prevailing
motivational factors of the student’s personality that determine their professional choice; students' awareness of the process of professional self-determination, the motives for choosing a profession and getting a chosen specialty. The results of the study also consider the definition of effective forms of work with students.
Discussion. The educational system of the educational organization allows you to provide professional orientation of students, provided that the methodical activity of this area is provided, the organization of psychological and pedagogical support for students and a system of activities that involve students in the process of professional self-determination and, ultimately, leads students to understand the identity of themselves in the professional pedagogical field. The didactic game in the form of a workshop was defined by the authors as an effective organizational form of activity in the process of students' recognition of professional identity.
Conclusion. The process of professional orientation of students of a pedagogical university is provided by the educational system of an educational organization if, during the period of study, to stimulate an interest in developing an understanding of the social significance of the chosen profession; to identify a set of conditions that determine professional readiness and, as a result, students have a desire and interest in professional activities that are meaningful and motivated. As an organizational form for the orientation of students in their future profession, a workshop has established itself.
professional orientation, didactic game, workshop
The South-Ural State Humanities-Pedagogical University’s practice in the sphere of educational activities represents success of the students’ personality’s professional self-determination in the studying process at a higher educational institution. We designate that the students’ professional self-determination became a purposeful and consistently carried out process of their self-assessment and
its capabilities in the chosen profession through the students’ involvement in the system of professional competitions and in the environmental background, indicated by the prototype of educational institutions. We consider that the workshop is a very effective form in the students’ professional orientation process. The ground of this statement is an educational activities’ comparative description of each university’s faculty based on issues of employment and professional socialization and monitoring, analysis of the students’ professional orientation of quality and psychological diagnosis of their vocational guidance.
1. Bolikova L.YU., Sharypina L.E. O nekotorykh problemakh professional'noy oriyentatsii studentov pedagogicheskogo vuza [On some problems of professional orientation of students of pedagogical high school]. Available at: http://cyberleninka.ru. (Accessed: 17.12.2018). (In Russian).
2. Dikunova E.P. Protsess professional'noy oriyentatsii studenta vuza [The process of professional orientation of a university student]. Available at: http://www.dissercat.com (Accessed: 17.12.2018). (In Russian).
3. Bobrovska O.A., Dorofeeva G.A., Bobrovskaya E.N. (2016) Professional'naya ori-yentatsiya kak sotsial'noye yavleniye [Professional orientation as a social phenomenon // Scientific-methodical electronic journal “Concept”]. 11, 2366–2370. Available at: http://e-koncept.ru/2016/86503.htm. (Accessed: 17.12.2018). (In Russian).
4. Glebova G.F., Gracheva YU.V. (2015) Issledovaniye problem i usloviy optimizatsii protsessa professional'nogo samoopredeleniya studentov (iz opyta Smolenskogo gosudarstvennogo universiteta) [Research of the problems and conditions of optimization of the process of professional self-determination of students (from the experience of Smolensk State University)]. Nepreryvnoye obrazovaniye: XXI vek. 2 (10), 158–165. DOI: 10.15393/j5.art.2015.2805 (In Russian).
5. Rubtsova O.A. Proforiyentatsiya v sisteme vysshego obrazovaniya kak instru-ment sodeystviya perekhodu “ucheba — rabota” (dissertatsiya … kandidata ekonomicheskikh nauk po spetsial'nosti 08.00.05.) [Career guidance in the system of higher education as a tool to facilitate the transition “study — work”. Available at: http: // www. dissercat.com (Accessed: 17.12.2018). (In Russian).
6. Fortygina S.N, Pavlova L.N. (2017) Professional'noye samoopredeleniye vy-pusknikov pedagogicheskogo vuza [Professional self-determination of graduates of a pedagogical university]. Vestnik Novosibirskogo gosudarstvennogo pedago-gicheskogo universiteta. 7, 6. Available at: www.vestnik.nspu.ru (Accessed: 17.12.2018). DOI: 10.15293/2226-3365.1706.02 (Scopus). (In Russian).
7. Ugarova M.G. (2005) Professional'noye samoopredeleniye studentov pedagogichesko-go vuza [Professional self-determination of students of a pedagogical university]. Vestnik Kostromskogo gosudarstvennogo universiteta im. A. N. Nekrasova. 11, 10, 77–81. (In Russian).
8. Ibanescu A. How Do Novice Specialists in Human Resources Develop their Professional Identity?. Procedia - Social and Behavioral Sciences. 2015. Vol. 187. pp. 596–600. DOI: 10.1016/j.sbspro.2015.03.111
9. Kalymbetova E.K., Duisenbekov D. D., Arynbaeva G. M., Zholdassova M. K., Baimoldina L. O., Sadykova N. M. Psychological Features of Personality Training for Professional Activity. Procedia — Social and Behavioral Sciences. 2015. Vol. 171. pp. 263–267. DOI: 10.1016/j.sbspro.2015.01.120