Development of psychological readiness to choose a profession among high school students through career guidance workshops. Thesis work is a means of developing psychological readiness for choosing a profession among high school students. Readiness of schoolchildren to choose a profession.

As a manuscript

Bclubbing Antonina Vyacheslavovna

FORMATION of readiness of high school students

to choosing a profession

13.00.01 – General pedagogy, history of pedagogy and education

dissertations for an academic degree

candidate of pedagogical sciences

Nizhny Novgorod – 2013

WORK WAS COMPLETED AT FSBEI HPE "NIZHNY NOVGOROD STATE ARCHITECTURAL AND CONSTRUCTION UNIVERSITY"

Scientific director

Shcherbakova Elena Evgenievna

Official opponents:

Povshednaya Faina Viktorovna,

Doctor of Pedagogical Sciences, Professor

Federal State Budgetary Educational Institution of Higher Professional Education "Nizhny Novgorod State Pedagogical University named after Kozma Minin" (Minin University), Department of General Pedagogy, Professor;

Perfileva Evgenia Ivanovna,

Candidate of Pedagogical Sciences, Associate Professor

Nizhny Novgorod branch of the Federal State Autonomous Educational Institution of Higher Professional Education "National Research University "Higher School of Economics", Department of Organizational Psychology, Associate Professor

Leading organization

FSBEI HPE "Chuvash State Pedagogical University"

named after I.Ya. Yakovlev"

The defense will take place on October 28, 2013 at 13.00 at a meeting of the dissertation council DM 212.162.05 at the Nizhny Novgorod State University of Architecture and Civil Engineering at the address: 603022, Nizhny Novgorod, st. Timiryazeva, 31, room. 215.

The dissertation can be found in the library of the Nizhny Novgorod State University of Architecture and Civil Engineering.

Scientific secretary of the dissertation council,

Candidate of Pedagogical Sciences, Associate Professor N.F. Komarova

general description of work

Relevance of the research problem. In modern conditions of modernization of domestic education, the need to prepare students to choose and successfully enter the world of professional work has become significantly more urgent. Modern high school students must decide on their professional choice even before graduating from school.

In accordance with the Law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ (as amended on July 23, 2013), one of the strategic objectives of general education is to prepare students for an informed choice of profession.

The social prerequisites that actualize the research of this problem are related to the main functions that the education system performs today: stabilization, socialization, and provision of economic sectors with personnel of different skill levels.

Practice shows that some graduates of secondary schools still do not see a clear life path for themselves, do not imagine their professional career, and cannot adequately assess their professional prospects. This is due to the fact that high school students do not have sufficient information about the needs of the labor market, cannot take into account the peculiarities of socio-economic conditions that determine the type and nature of professional activity, and do not have clear ideas about the nature of work activity. Most young people strive to achieve the desired lifestyle, to occupy a certain professional niche, but they do not consider specific professional activities as part of their future lifestyle.

Analysis of the current state of the problem of forming the readiness of high school students to choose a profession, their self-determination from the perspective of the requirements of the time, made it possible to identify the main directions for practical solutions to problems arising in the self-determination of the younger generation. These areas include: socially significant motives for choosing a profession (E.M. Pavlyutenkov); a systematic approach to career guidance for schoolchildren (V.F. Sakharov, N.K. Stepanenkov); a career guidance system that equips schoolchildren with the necessary knowledge in the world of professions, the ability to objectively assess their individual characteristics (M.I. Dyachenko, L.A. Kandybovich, Z.V. Sadretdinova, S.N. Chistyakova, B.A. Fedorishin); diagnostic methods for studying the personality of schoolchildren in order to provide individual assistance in choosing a profession (N.P. Voronin, Yu.M. Zabrodin, V.D. Shadrikov); theoretical and methodological foundations of professional counseling for youth, bank of professional cards (E.A. Klimov, N.S. Pryazhnikov); formation of elements of spiritual culture in the process of preparing students for a conscious choice of profession (G.P. Shevchenko, V.V. Ryzhov).

Adolescence, according to the results of research by domestic scientists (A.E. Golomshtok, S.B. Elkanov, I.S. Kon, D.I. Feldshtein, etc.), is a period of clarifying one’s socio-professional status. However, in the educational activities of modern schools, the implementation of the tasks of vocational guidance for high school students is not always carried out completely and not systematically enough; the educational and educational capabilities of the career guidance system to determine the interests, abilities, and aptitudes of students for a certain type of activity are poorly used (S.Ya. Batyshev, E.P. Belozertsev, V.B. Bondarevsky, S.O. Kropivyanskaya, P.S. Lerner, O.D. Palo, A.I. Piskunov, V.A. Slastenin, etc.). The number and composition of specialties for which the vocational education system prepares graduates does not always correspond to the demand for these professions in the labor market, which is largely due to the popularity of certain professions among applicants.

Analysis of theoretical research and practical experience made it possible to highlight contradictions between:

the objective need to restore career guidance work in educational institutions and its practical absence;

the readiness of students to choose a profession as a necessary condition for successful socialization and the insufficient development of scientific and theoretical foundations for developing in high school students the ability to make a conscious choice of one or another professional activity.

These contradictions determined research problem: what are the scientific and practical foundations for developing the readiness of high school students to consciously choose a profession and the pedagogical conditions that contribute to this process.

Purpose of the study: development of a concept for developing students’ readiness for a conscious choice of profession.

Object of study: vocational guidance for high school students of a modern school.

Subject of study: formation of readiness of high school students to choose a profession in the context of modernization of education.

Research hypothesis: Forming the readiness of high school students to choose a profession will be successful if:

the formation of high school students’ readiness to choose a profession is considered as an activity-based process based on systemic career guidance training;

age characteristics, as well as individual personal inclinations and abilities of students are taken into account;

a program has been created to develop the readiness of high school students to choose a profession.

Tasksresearch:

To specify the concepts of “readiness to choose a profession”, “professional orientation”, “professional self-determination”; “The readiness of high school students to choose a profession.”

Develop criteria and levels of readiness for high school students to choose a profession.

Determine the main directions of organizing career guidance work at school.

To develop and test the program “My Professional Self” to prepare high school students for a conscious choice of profession.

Methodological basis of the study are:

personality-oriented approach (E.V. Bondarevskaya, E.F. Zeer, O.S. Gazman, V.V. Davydov, I.A. Zyazyun, N.V. Kuzmina, L.M. Mitina, A.V. Mudrik, N.D. Nikandrov, L.I. Novikova, G.K. Selevko, N.L. Selivanova, V.V. Serikov, V.A. Slastenin, V.I. Slobodchikov, A.P. Tryapitsyna , D.I. Feldshtein, A.V. Khutorskoy, G.A. Tsukerman, A.I. Shcherbakov, N.E. Shchurkova, I.S. Yakimanskaya, etc.);

theory of the formation of systemic formations of personality in pedagogical concepts (V.P. Bespalko, A.A. Bodalev, V.I. Ginetsinsky, E.N. Gusinsky, V.S. Ilyin, M.S. Kagan, N.V. Kuzmina , A.I. Subetto, G.P. Shchedrovitsky, E.G. Yudin, etc.);

basic provisions of modern methodology of pedagogy and education (B.S. Gershunsky, V.E. Gmurman, V.I. Zagvyazinsky, V.A. Kan-Kalik, M.M. Prokhorov, V.A. Slastenin, A.P. Tryapitsyna, V.D. Shadrikov, etc.);

theoretical, methodological and practical aspects of pedagogical design (I.I. Gracheva, Yu.V. Gromyko, I.I. Ilyasov, M.V. Clarin, A.M. Moiseev, M.M. Potashnik, V.M. Sokolov and etc.);

concept of vocational guidance and professional self-determination of students (A.Ya. Zhurkina, E.A. Klimov, T.V. Masharova, F.V. Povshednaya, N.S. Pryazhnikov, S.V. Saltseva, V.D. Shadrikov , P.A. Shavir, T.I. Shalavina, S.N. Chistyakova, A.P. Chernyavskaya, etc.).

Theoretical basis of the study are:

concepts of professional development of the individual (O.A. Abdullina, A.A. Derkach, E.A. Klimov, A.K. Markova, L.M. Mitina, S.D. Smirnov, N.F. Talyzina, V.D. Shadrikov, etc.);

theoretical foundations of career guidance education (S.Ya. Batyshev, Yu.K. Vasiliev, E.F. Zeer, etc.);

provisions on the factors of professional self-determination of schoolchildren, ways to increase the effectiveness of career guidance work with youth (L.V. Botyakova, A.E. Golomshtok, V.I. Zhuravlev, A.A. Yovaishi, E.A. Klimov, E.N. Proshchitskaya , M.H. Titma, B.A. Fedorishin, Zh.V. Chaikina, etc.).

Research methods. Theoretical methods: study and analysis of theoretical and applied research in the field of pedagogy, developmental and educational psychology, occupational psychology. Empirical methods: observation, ascertaining and forming experiments, survey (questionnaire, conversation, interviewing), analysis of documentation of results and expert descriptions of educational activities; methods of psychodiagnostics. Statistical processing of quantitative data was carried out using computer programs (Microsoft Excel, SPSS 15.0 for Windows).

Experimental base, organization and stages of research. The work was carried out on the basis of MBOU secondary school No. 49 and MAOU secondary school No. 187. 162 students in grades 10-11 were involved in the study.

The study was carried out in three stages in 2007-2013.

At the first stage(2007-2008) analysis of scientific literature made it possible to substantiate the starting positions, define the problem, purpose and object of the study, formulate its hypotheses and objectives, and determine research methods. The selection, justification and theoretical understanding of the research problem were carried out based on the study of scientific literature; the main directions on the research topic were identified, research programs and methods were developed.

At the second stage(2008-2011) experimental work was carried out to identify the readiness of high school students to choose a profession in the process of implementing the formation program.

The experimental work included ascertaining and formative stages. The ascertaining experiment was carried out in the 2008-2009 academic year. Formative experiment - in 2009-2011. In 2011, work was carried out to correct the formative program. The result of this stage was the development of a program for developing the readiness of high school students to choose a profession.

At the third stage(2011-2013) the results of the research and the results of experimental work were analyzed and summarized, and the results of the work were compiled.

Scientific novelty of the research thing is:

the concepts of “readiness to choose a profession”, “vocational guidance”, “professional self-determination”, “readiness of high school students to choose a profession” are specified;

criteria and levels of readiness for high school students to choose a profession have been developed;

the main directions of organizing career guidance work in school have been identified;

The “My Professional Self” program was developed and tested to prepare high school students for a conscious choice of profession.

Theoretical significance of the study is:

in systematizing data from modern pedagogy on the problem of developing the readiness of high school students to choose a profession;

in defining the key concept “readiness of high school students to choose a profession”;

in the development of theoretical and methodological foundations for organizing a continuous process of career guidance in the educational process of the school;

in developing criteria and levels for developing students’ readiness to choose a profession.

Practical significance of the study. The developed program for developing the readiness of high school students to choose a profession can be used in the practice of secondary schools, vocational schools, employment services and city enterprises. The materials prepared during the study, which make it possible to diagnose the formation of high school students’ readiness to choose a profession, are being introduced into the practice of MBOU secondary school No. 49 and MAOU secondary school No. 187 of the Sovetsky district of Nizhny Novgorod. The results of the study can be used in the activities of social educators, school psychological services, in the organization of advisory and psychological-educational work, as well as in the system of advanced training for teachers and educators.

Reliability and validity of research results was achieved by using proven psychodiagnostic tools that were adequate to the purpose, objectives and subject of the study, qualitative and quantitative analysis of empirical material, confirmed by statistical calculations, and a significant quantitative sample of schoolchildren tested. To determine the reliability of the results obtained, the Microsoft Excel for Windows program package was used.

Testing and implementation of research results. The main provisions and results of the dissertation research are highlighted in reports made at a meeting of the Department of Pedagogy and Psychology of the Nizhny Novgorod State University of Architecture and Civil Engineering, discussed at conferences and seminars: I International Scientific and Practical Conference “Current Problems of Social Communication” (NSTU named after. R.E. Alekseeva, Nizhny Novgorod, 2010); IV International Scientific and Practical Conference “Education and Society” (Nizhny Novgorod branch of the University of the Russian Academy of Education, Nizhny Novgorod, 2012); All-Russian Scientific Conference “Teacher Education: History, Present, Prospects” (Center for Innovative Technologies, Kazan, 2012); XV International Scientific and Industrial Forum “Great Rivers – 2013”: “Continuing professional education in the field of sustainable development. Psychological and pedagogical aspects of the development of higher education" (NNGASU, Nizhny Novgorod, 2013), etc.

The results of the study are reflected in 10 publications by the author, including publications recommended by the Decision of the Presidium of the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation: “News of the Samara Scientific Center of the Russian Academy of Sciences” and “Privolzhsky Scientific Journal”.

Provisions for defense:

The readiness of high school students to choose a profession has a unique structure and includes the following components: motivational-target, emotional-volitional, cognitive, activity-practical and reflective-effective.

During school, a student’s readiness to choose a profession develops in accordance with several levels:

high level(a high school student is aware of the social significance of the profession, is confident in the correctness of his choice, has a certain system of personal beliefs and value orientations that guide him in choosing a future profession; clearly understands what professional skills and abilities he needs to implement his future profession; feels the need to improve his professional skills;

average level(a high school student is aware of the social significance of the profession, is confident in the correctness of his choice, but he does not have a specific system of beliefs and value orientations that guide him in his future profession; he does not clearly understand what professional skills he needs to successfully carry out his future professional activities; a number of skills have been formed necessary for professional activity, but there is no clear vision of the initial and final goals and objectives in future professional activity; individual aspirations are noted in improving professional skills;

low level(a high school student has not formed socially significant motives for choosing a profession, he does not have the beliefs and value orientations necessary in his future profession; he has no idea what professional skills he needs to carry out his future professional activity.

The effectiveness of the program for developing the readiness of high school students to choose a profession is ensured by the following pedagogical conditions:

pedagogical activities are aimed at introducing high school students to various professions, with a special emphasis on professions in demand in modern society and in the region;

purposeful independent activity of the student is aimed at choosing an individual educational route in accordance with interests, inclinations and educational capabilities;

close relationship and mutual assistance in matters of career guidance at the senior level of school with educational institutions of higher professional education, as well as manufacturing enterprises in the region;

taking into account the psychological and age characteristics of high school students when conducting career guidance work at school;

Structure of the dissertation. The work consists of an introduction, two chapters, a conclusion, a list of references and applications. The work is illustrated with tables and figures.

MAIN CONTENT OF THE WORK

In administered the relevance of the topic is substantiated, the goal, object, subject, hypotheses, tasks, methodological basis and research methods are determined, the scientific novelty, theoretical and practical significance are characterized, and the provisions put forward for defense are formulated.

INfirst chapter“Theoretical and methodological foundations for developing the readiness of high school students to choose a profession” The main theoretical approaches to the problem in foreign and domestic pedagogy are considered.

An analysis of philosophical and psychological-pedagogical literature showed that scientists (T.A. Bakanova, S.I. Vershinin, T.B. Gershkovich, M.T. Gromkova, A.A. Derkach, K.M. Dugai-Novakova, S.V. Egorova, A.Ya. Zhurkina, L.V. Kondrasheva, E.A. Klimov, A.V. Levchenko, P.S. Lerner, T.V. Masharova, A.I. Mishchenko, N. S. Pryazhnikov, A. T. Puni, M. V. Retivykh, M. S. Savina, S. V. Saltseva, V. A. Slastenin, E. V. Titov, V. D. Shadrikov, P. A. Shavir, T.I. Shalavina, N.N. Chistyakov, S.N. Chistyakova, etc.), summarizing various approaches to characterizing the concept of readiness, distinguish three main directions: readiness as a special state of the individual, which manifests itself at the functional level; readiness as an integrative manifestation of personality; readiness as a special psychological state of the individual, which can manifest itself both at the functional and at the personal levels.

There are different scientific approaches to the structure of readiness. In the studies of L.V. Kondrasheva presents the following structural components of readiness for activity: motivational (professional attitudes and interests), morally oriented (value orientations, professional ethics), cognitive-operational (professional focus of attention, memory), emotional-volitional (volitional processes that ensure the effectiveness of activities) , value (self-assessment of one’s activities).

A.I. Mishchenko considers the main components of readiness to be cognitive (understanding the tasks of an activity), motivational (the desire for activity, the need to successfully fulfill responsibilities), and volitional (the ability to manage oneself, concentrating volitional forces on completing tasks).

Analysis of the above approaches showed that in pedagogical theory the concept of “readiness” is considered as a special state of the individual (K.M. Dugai-Novakova), as the presence of certain abilities (V.A. Slastenin), as a system-forming attitude towards activities with a positive result (T B. Gershkovich, M. T. Gromkova).

Readiness is a complex, holistic mental formation, including a motivational-need component (the desire to carry out a certain activity), a cognitive component (knowledge, skills and abilities necessary to perform an action) and an activity-practical component (the practical application of skills and abilities). In the context of the personality-oriented paradigm of education, scientists (A.V. Levchenko, E.V. Titov) consider readiness for activity as a unique educational competence, which is characterized through the knowledge, abilities, skills and experience of the learning subject.

Based on the research of scientists, the dissertation provides the author’s interpretation of the concept of “readiness of a high school student to choose a profession.”

Readiness of high school students to choose profession, in our opinion, has a unique structure and includes the following components: a motivational-target component (reflects professional and personal interest), an emotional-volitional component (provides the ability to achieve a goal, minimizes maladjustment in society), a cognitive component (determines the availability of knowledge about professions, the specifics of professional activity), the activity-practical component (characterized by the skillful and competent application of knowledge when performing elementary professional actions in practice) and the reflective-effective component (determined by the ability to draw up summary analytical data of search design and research activities in an explanatory note to the project work and ability to conduct a comparative analysis of alternative professions).

Indicators motivational-target components are: sustainable interest in a specific profession; determination in choosing a profession and in further professional training; emotional-volitional the component includes such indicators as: independence, discipline, determination, perseverance, endurance, perseverance and emotional stability; cognitive the component includes the body of knowledge necessary to perform professional activities; activity-practical the component includes such indicators as: the ability to make bold decisions in difficult situations, be responsible for the assigned task, carry out the task clearly and correctly, strive for high performance results; reflective-effective component includes the manifestation of a strong personal conviction in the correctness of the choice and further path to obtaining a profession.

During school, a student’s readiness to choose a profession develops in accordance with several levels (high, medium and low levels). Based on the identified levels, the readiness of high school students to choose a profession was identified.

At the senior level of secondary school, targeted intellectual and general psychological preparation for studying in higher school is carried out. Therefore, the leading educational objectives of this stage are: fulfilling the mandatory requirements for the level of training of graduates; vocational guidance for students, taking into account their capabilities and labor market needs; formation of motivation for further education, development of self-education needs for social and professional self-determination; the formation of general techniques and methods of intellectual and practical activity; development of reflexive skills that allow you to realistically assess your capabilities, abilities and needs, make a choice, and make a responsible decision.

One of the directions for solving the main problem of vocational guidance, professional self-determination of high school students and their choice of educational institution to receive vocational education is to ensure continuity between the school, university and employer in the training and education of students. According to R.M. Zainieva (2012), the effectiveness of interaction between school and university education largely depends on solving the problem of compatibility of standards of basic general, secondary (complete) and higher professional education, as well as the organization of the educational process in secondary and higher schools. These problems include: determining the content of educational areas in accordance with the profile of education and ensuring interconnection in the content, organizational forms and methods of teaching in secondary school and university; the possibility of using various forms of cooperation between secondary schools and universities (opening classes specialized for a specific university, joint scientific and methodological conferences, research work, etc.); ensuring both school, based on the results of the Unified State Exam, and university monitoring of the level of general education training of students; coordination of curricula followed by secondary school students with the content of university curricula.

Success in developing schoolchildren’s readiness to choose a profession in the “school-university-employer” complex depends on how the requirements become “personally significant” for the student and are capable of generating “internal gravity”, “internal orientation” (K.A. Abulkhanova , Y.K. Babansky) to fulfill these requirements.

During the pre-university preparation of high school students, specialized training is ensured and conditions are created for the life self-determination of graduates. Collaborative work and professional communication between school and university teachers can enhance students’ interest, as the individual’s creative activity develops, her needs are satisfied, and individual inclinations and abilities are realized in various fields of activity. All this helps create conditions for the professional self-determination of schoolchildren and their successful admission to a higher educational institution. This system involves a more active formation of specialized classes, taking into account the individual and personal characteristics of schoolchildren, which allows the student to successfully adapt to the educational process.

The implementation of modern requirements for secondary schools has significantly intensified the development of scientific and practical problems of career guidance. A number of areas can be identified that contribute to solving practical issues of professional self-determination of the younger generation. These areas include: a career guidance system that equips schoolchildren with the necessary knowledge for orientation in the world of professions and the ability to objectively assess their individual characteristics; diagnostic methods for studying the personality of schoolchildren in order to provide individual assistance in choosing a profession; theoretical and methodological foundations of professional counseling for youth; bank of professional cards; a systematic approach to career guidance for schoolchildren; formation of elements of spiritual culture in the process of preparing students for a conscious choice of profession.

In second chapter« Experimental work on developing the readiness of high school students to choose a profession» the ascertaining and formative experiments are presented.

The study involved 162 students in grades 10-11 at MBOU Secondary School No. 49 and MAOU Secondary School No. 187.

Target the ascertaining stage of the experiment: identifying the initial level of readiness of high school students to choose a profession.

Tasks stating stage experiment: to justify the choice and develop psychodiagnostic tools that allow diagnosing the readiness of high school students to choose a profession; organize and conduct a psychological diagnostic examination; process and analyze the obtained empirical data and give them a psychological and pedagogical interpretation.

To study the assessment of the level of preparedness of high school students to choose a profession, the following psychodiagnostic techniques were used, aimed at assessing each component of the readiness structure: motivational-target (diagnosis of educational motivation, authors A.A. Rean and V.A. Yakunin, modified by N.Ts. Badmaeva ); emotional-volitional (diagnosis of “emotional intelligence”, author N. Hall); cognitive (study of cognitive interests in connection with the tasks of career guidance - vocational guidance test “Map of Interests”, author E.I. Rogov); activity-practical (observation technique); and reflective-effective (diagnosis of the level of development of reflexivity, author A.V. Karpov) and the methodology of V.B. Uspensky “Students’ readiness to choose a profession.”

In the experimental study, methods of statistical data analysis were used, represented by the procedures of criterion-level analysis, the percentage distribution of high school students by level, the calculation of the average level indicator (ALI) and the statistical significance of differences in the AML according to the criterion (Fisher's angular transformation).

SUP is an integral indicator of the level of development and manifestation of the property being studied, taking into account the percentage distribution by indicator levels. This indicator is calculated for a three-level scale using the formula: SUP = where a, b, c are the percentages of subjects who are respectively at the 1st, 2nd, or 3rd levels. SUP in our study can be expressed in values from 1 (the lower indicator if all the subjects are at a low level of the property being studied) to 3 (the highest indicator is possible if all the subjects are at a high level of development of the property being studied). The SAR is calculated to the nearest hundredth and is very sensitive to statistical differences between the groups being compared.

According to the results of the ascertaining experiment, the majority of students in both groups showed a low (43.37% in the EG and 48.10% in the CG) and average (39.76% in the EG and 36.71% in the CG) level of readiness to choose a profession (method B B. Uspensky). High school students have a vague idea of their future professional activity; when choosing a future university, they are guided by the advice of friends or parents, or choose according to the degree of prestige of the educational institution (see Table 1).

The results of the ascertaining stage of the experiment made it possible to identify the following problems that impede the formation of high school students’ readiness to choose a profession: the majority of high school students study for social motives (“a certificate without C grades”, preparation for the Unified State Exam), there are also motives of prestige (to enter a university (any), do not join the army, etc.).

Table 1 – Initial level of students’ readiness to choose a profession (V.B. Uspensky’s method) according to the results of the ascertaining experiment

(n EG =83, n KG =79)



Unpreparedness (0-6 points)
Low availability (7-12 points)
Average readiness (13-18 points)
High Availability (19-24 points)

Based on the results of the ascertaining experiment, in order to overcome the identified problems, we developed a program for developing readiness to choose a profession, “My Professional Self,” which is designed to help high school students in choosing a profession. Purpose of the program: to form the readiness of high school students to choose a profession, to provide effective pedagogical support to students (to help young people determine their life plans and build an algorithm of actions in accordance with them); open up prospects for further personal development for boys and girls; formation of professional qualities in the chosen type of work, correction of professional plans, assessment of readiness to choose a profession.

The program consists of 4 blocks: informational, diagnostic, consulting, final and analytical. The program is designed for 24 lessons.

The program includes elective courses (34 hours), focused on organizing classes that promote self-determination of high school students within the chosen field. For this purpose, modular courses similar to professional tests have been organized, providing teenagers with the opportunity not only to gain experience in mastering feasible elements of professional activity, but also to understand their capabilities, interests, and preferences. Course classes are held once a week for 40 minutes.

In the process of implementing the program, the following forms of work were used: a set of career guidance services in the form of professional diagnostic activities, classes and trainings on career planning; consultations on choosing a training profile (in individual and group forms); survey; organizing and conducting excursions (to city enterprises); meetings with representatives of enterprises and educational institutions; career guidance games “Three Fates”, “Profession – Specialty”; questionnaires “Prestigious profession”; discussion “Wages of workers”; assistance from parents in organizing temporary employment for students during the holidays.

Based on the results of the implementation of the “My Professional Self” program, in order to identify its effectiveness, control measurements were taken of the dynamics of the formation of professional readiness levels among high school students in the EG and CG.

The results of the program showed the following changes in readiness for professional choice:

in the EG we observe an increase in professional (3.61% / 37.35%), educational and cognitive (4.82% / 20.48%) motives, and a decrease in social motives (43.04% / 26.58%);

the results of the CG show an increase in prestige motives (12.66% / 26.58%), professional motives (5.06% / 13.92%), but significantly lower than in the EG. This increase occurred due to a decrease in social and educational-cognitive motives of adolescents;

significant increase in self-motivation among students from the EG: high (8.44% / 27.71%), average (43.37% / 45.78%), in the CG this increase is less pronounced: high (10.13% / 13.92 %);

the majority of students in the EG chose a professional direction - 71.08%, while in the CG - 62.03% of students;

increasing the level of development of reflexivity in the EG: high level (8.43% / 13.25%), average (54.22% / 61.45%), i.e. high school students began to better plan, regulate and control their actions. No significant changes were observed in the CG.

The results of the formative experiment allowed us to state positive dynamics.

The dynamics of the results obtained in the EG revealed a statistically significant level of conscious transition from low to medium and high levels of readiness of high school students to choose a profession.

Table 2 presents the percentage distribution of schoolchildren by level based on the average level indicator (ALI) and the statistical significance of differences in the AML according to the φ criterion (Fisher's angular transformation). After the formative work in the EG, we can note that in the EG there are no high school students left who are not ready to choose a profession.

There are pronounced dynamics at high (6.02% / 30.12%) and low (43.37% / 13.25%) levels. No statistically significant differences were observed in the CG.

Table 2 – Levels of readiness of high school students to choose a profession based on the results of the formative stage of the experiment

(method of V.B. Uspensky), SUP (n EG =83, n CG =79)

Levels of readiness to choose a profession


Unpreparedness (0-6 points)
Low availability (7-12 points)
Average readiness (13-18 points)
High Availability (19-24 points)

In custody dissertation sums up the results of the research, summarizes the results of solving the assigned problems, indicates the prospects for further scientific research, and also formulates main conclusions:

The study concretizes and expands the essential characteristics of the concept of “readiness of high school students to choose a profession.” We define the readiness of high school students to choose a profession as the result of the propaedeutic activities of teachers, aimed at developing in high school students, on the one hand, motivation to choose a future profession, and on the other hand, the knowledge, skills and competencies necessary for a future professional.

Forming the readiness of high school students to choose a profession is a process of self-determination, students’ awareness of their capabilities, personal meanings, and the building of individual routes for their orientation in future professional activities.

The dissertation clarified and expanded the structure of high school students’ readiness to choose a profession, which includes the following components: motivational-goal component, emotional-volitional component, cognitive component, activity-practical component and reflective-effective component.

The criteria and levels of readiness of high school students to choose a profession have been determined, and their content characteristics have been developed in the context of modernization of education.

Based on the results of the ascertaining experiment, factual data were obtained and systematized, characterizing the level of readiness of high school students to choose a profession. The majority of students in both groups showed low (43.37% in the EG and 48.10% in the CG) and average (39.76% in the EG and 36.71% in the CG) levels of readiness to choose a profession (V.B. Uspensky’s method ). Students have a vague idea of their future professional activity; when choosing a future university, they are guided by the advice of friends or parents, or choose according to the degree of prestige of the educational institution.

Based on the results of the formative experiment, we compared the results obtained in order to identify the effectiveness of the proposed program. We can note the following changes in the formation of readiness for a professional choice: the majority of students in the EG chose a professional direction - 71.08%, while in the CG - 62.03%. There are pronounced dynamics at high (6.02% / 30.12%) and low (43.37% / 13.25%) levels. There are no statistically significant differences observed in the CG.

The results of a control diagnostic study confirmed the author’s initial hypothesis and showed the effectiveness of the developed program for developing the readiness of high school students to choose a profession. As the study showed, the formation of high school students’ readiness to choose a profession can be achieved in the process of implementing the following conditions:

pedagogical activities are aimed at introducing high school students to various professions, especially with an emphasis on professions in demand in modern society and in the region;

the activities of a psychologist-teacher in providing assistance to high school students are aimed at understanding personal inclinations, abilities and opportunities for their implementation in a certain range of professions;

active, purposeful independent activity of the student is aimed at choosing an individual educational plan in accordance with interests, inclinations and educational capabilities;

the presence of close relationships and mutual assistance in matters of career guidance at the senior level of school with educational institutions of higher professional education, as well as leading scientific organizations and manufacturing enterprises in the region;

taking into account the psychological characteristics of modern high school students when conducting career guidance work at school;

the developed program can be used in the formation of professional orientation in the practice of interaction with employers in the region.

The study of the problem can be continued in line with the study of the influence of the formation of readiness to choose a profession at school on the success of educational and professional activities at a university.

Besklubnaya, A.V. Features of professional self-determination of modern high school students / A.V. Besklubnaya // News of the Samara Scientific Center of the Russian Academy of Sciences. – 2011. – T. 13. – No. 2 (40). – pp. 768-770.

Besklubnaya, A.V. Formation of readiness of high school students to choose a profession at the present stage of modernization of school education / A.V. Besklubnaya, E.E. Shcherbakova // Privolzhsky Scientific Journal / Nizhegorod. state architecture-builds univ. – N. Novgorod, 2012. – No. 3. – P. 226-230.

Articles in other publications

Besklubnaya, A. V. Psychological and pedagogical support of professional self-determination of applicants / A. V. Besklubnaya // Modern problems of social sciences and humanities: materials of the International. conf. / Humanitarian. int. – N. Novgorod, 2010. – Part II. – pp. 87-92.

Besklubnaya, A. V. Vocational guidance of senior schoolchildren in the context of modernization of education / A. V. Besklubnaya // Current problems of social communication: materials of the I International. scientific-practical conf. / Nizhegorod. state tech. University named after R. E. Alekseeva. – N. Novgorod, 2010. – pp. 283-288.

Besklubnaya, A. V. Modern ideas about the creative potential of future students / A. V. Besclubnaya // Psychology of creativity: collection. scientific-psychol. Art. / ed. G. V. Sorokoumova; Nizhegorsk Phil. University of Russia acad. education. – N. Novgorod, 2011. – Issue. 6. – pp. 64-68.

Besklubnaya, A. V. Formation of professional self-determination of high school students / A. V. Besklubnaya // Social and humanitarian sciences: collection. tr. graduate students, undergraduates and applicants. – N. Novgorod, 2011. – P. 122-124.

Besklubnaya, A. V. Career guidance programs for university applicants / A. V. Besklubnaya, E. E. Shcherbakova // Social and humanitarian sciences: education and society: collection. scientific tr. IV Int. scientific-practical Conf., Apr. 20 2012 / Nizhny Novgorod. Phil. University of Russia acad. education. – N. Novgorod, 2012. – T. 1. – P. 11-14.

Besklubnaya, A.V. Analysis of career guidance programs / A.V. Besklubnaya, E.E. Shcherbakova // Pedagogical education: history, modernity, prospects. Sat. Art. and theses. report All-Russian scientific conf. / Center for Innovative Technologies. – Kazan, 2012. – pp. 167-169.

Besklubnaya, A.V. Readiness of high school students to choose a profession / A.V. Besklubnaya // Works of young scientists and graduate students / scientific. ed. S. A. Tikhonina; comp. A. N. Sidorov. – N. Novgorod, 2012. – Issue. 11. – pp. 133-135.

Besklubnaya, A.V. Regional focus of career guidance work for high school students / A.V. Besklubnaya // Great Rivers - 2013: XV International. scientific-industrial forum / Nizhegorod. state architecture-builds univ. – N. Novgorod, 2013. – (Continuing professional education in the field of sustainable development “Psychological and pedagogical aspects of the development of higher education”). (0.2 p.l.).

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CONTENT

Introduction………………………………………….... ...........................3 Chapter I. Theoretical foundations for the formation of psychological readiness among senior schoolchildren to choose a profession in educational schools 1.1. Specifics of choosing a profession by high school students.……………….10 1.2. The problem of psychological readiness to choose a profession among high school students in the psychological and pedagogical literature……..…….17 1.3. Means of developing psychological readiness of high school students to choose a profession ……………………….… ………..27 Chapter II. Experimental study of psychological readiness of high school students to choose a profession 2.1. Diagnostics of psychological readiness of high school students to choose a profession ………………………………… …………………………………39 2.2. Organization of work on the formation of psychological readiness of high school students to choose a profession ………………………………… …47 2.3. Checking the effectiveness of work on developing psychological readiness for choosing a profession ………………………………….……….55 Conclusion …………………………………………………………………… …………………61 Bibliography……………………………………………………………..64 Applications

INTRODUCTION

Currently, due to the changing socio-economic situation in the country, the issue of professional self-determination of high school students, conditions and factors contributing to the success of this process has become especially important. Professional activity in a person’s life is fundamental in ensuring his social aspirations, self-affirmation and self-realization.
The transfer of the senior level of a comprehensive school to specialized training confronts graduates of secondary school with a serious choice - preliminary self-determination regarding the choice of a profile of study and the major direction of future professional activity. If the key idea of specialized education is the idea of significant opportunities for choice, then it is obvious that the student must be prepared for such a choice. The possibility of preparing for such a responsible choice determines the serious importance of pre-vocational training in basic school. Practice shows that already at the stage of pre-vocational training of students, a negative trend has clearly emerged: the psychological unpreparedness of high school students for a conscious, independent choice of a further educational trajectory. Psychological and pedagogical support of the educational process in primary school should ensure the formation of a motivational-need sphere, identify the interests, inclinations and abilities of students, as a result of which it can contribute to making the optimal decision regarding their future professional activity. Thereby preparing students for a professional start.
Today, school graduates are more serious about choosing a profession for the new century; the issue of self-determination in modern socio-economic conditions is more pressing. The school is designed to ensure readiness to choose a profession, develop professional interests and inclinations of the individual. At the final stage of schooling, high school students should be prepared to choose a profession and continue receiving education.
The problem of forming the professional orientation of students in the theory of professional guidance is considered in the works of A.E. Golomshtok, L.A. Yovaishi, E.A. Klimova, E.M. Pavlyutenkova, K.K. Platonova, V.A. Polyakova, N.N. Chistyakova, S.N. Chistyakova, defining conceptual provisions, conditions and pedagogical technologies for preparing students for life and choosing a profession. The development of the theoretical and methodological foundations of career guidance is presented in the works of P.P. Blonsky, S.I. Vershinina, V.I. Zhuravleva, E.A. Klimova, N.N. Chistyakova, S.T. Shatsky and others.
Humanistic ideas of personality development and the formation of a growing person’s readiness to make decisions about professional choice are reflected in the works of A.G. Asmolova, K.A. Abulkhanova-Slavskaya, L.I. Bozhovich, L.S. Vygotsky, A.N. Leontyeva, S.L. Rubinshteina, B.M. Teplova. The ways of vocational guidance of students in a secondary school are revealed in the research of M.A. Dobrynina, N.K. Elaeva, V.V. Krevnevich, V.R. Lenguinas, P.T. Magmuzova, G.P. Nikova, A.P. Seishtev and others, which define the content, forms and methods of career guidance work.
The possibilities of specialized training aimed at personality-oriented preparation of students for choosing a future profession are discussed in the works of L.M. Abolina, E.A. Aksenova, L.K. Artemova, I.S. Artyukhova, L.V. Baybrodova, A.I. Vlazneva, B.S. Gershunsky, M.I. Gubanova, V.G. Katasheva, V.S. Ledneva, P.S. Lerner, N.F. Rodicheva, M.M. Firsova, A.V. Khutorskogo, I.D. Chechel, S.N. Chistyakova and others.
Many researchers (V.G. Kuznetsov, M.A. Palamarchuk, A.K. Markova, etc.) note that the leading component of readiness for professional self-determination is psychological readiness, which is understood by scientists as a complex psychological education, as an alloy of functional, operational and personal components.
However, as practice shows, schoolchildren are poorly prepared to choose a profession. The most common difficulties and mistakes young people make when choosing a profession are: overestimating or underestimating the role of certain individual psychological qualities when choosing a profession; inability to correlate one’s capabilities with the requirements of the profession, inadequate self-esteem; misunderstanding of abilities, substitution of their moral qualities; misconceptions about the possibility of developing professionally important qualities, about the ways and means of mastering a profession, and developing an individual style of activity; the predominance of emotional components in the decision-making process; inability to change a decision when receiving new data; submission to “pressure” from others; choosing a profession based on sympathy for certain personal, non-professional qualities of representatives of a certain profession.
The relevance of the problem, therefore, is determined by the need to provide high school students with effective assistance in choosing a future profession in the light of the new requirements of the political, socio-economic and personnel situation.
The current realities of Russian education require an active search for new forms, methods, and means of developing psychological readiness for choosing a profession among schoolchildren.
An analysis of the practice of general education institutions shows that high school students experience significant difficulties when choosing a future profession due to ignorance of the technologies of professional self-determination and the inability to design their life and professional path in modern market conditions. The professions chosen by graduates do not fully correspond, on the one hand, to the needs of the labor market, and, on the other, to the personal psychological qualities of the students themselves.
Thus, contradictions have been identified between:
- the need for self-determination of high school students in relation to the formation of an individual educational request, personal need in choosing a professional activity, readiness for professional self-determination and subsequent self-realization in new economic and sociocultural conditions and insufficient development of schoolchildren’s psychological readiness for professional self-determination;
- the need to develop psychological readiness for choosing a profession among high school students and the insufficient development of effective means of implementing this process.
All of the above is the rationale for the research problem, which is to identify effective means of developing the psychological readiness of high school students to choose a profession.
The topic of the final qualifying work is “Means for developing psychological readiness for choosing a profession among high school students.”
The purpose of the study is to scientifically substantiate and experimentally test the means of developing the psychological readiness of high school students for professional self-determination.
Object of study: psychological readiness of high school students to choose a profession.
Subject of research: means of developing the psychological readiness of high school students to choose a profession.
Tasks:

Research hypothesis: we assume that increasing the level of readiness of high school students to choose a profession may be facilitated by special training sessions designed taking into account the personal characteristics of the participants, the level of their psychological readiness for a professional choice, and the most common mistakes made when choosing a career by schoolchildren of a particular group.
The methodological and theoretical basis of the study was the works that define the conceptual provisions, conditions and pedagogical technologies for preparing students for life and choosing a profession (A.E. Golomshtok, E.A. Klimova, N.N. Chistyakov); theoretical and methodological foundations of career guidance (P.P. Blonsky, S.I. Vershinin, V.I. Zhuravlev, S.T. Shatsky); studies that highlight the structure, the main components of psychological readiness to choose a profession, and build ways of its formation (V.G. Kuznetsov, M.A. Palamarchuk, A.K. Markova).
Research methods: methods of studying literature on this topic (analysis, generalization, deductive, inductive method, systematization); psychological and pedagogical experiment; testing; qualitative and quantitative data analysis; graphical display of research results.
Research stages:
The study was carried out in three interconnected stages.
At the first, search and theoretical stage, an analysis of the literature on the research topic was carried out, the goals and objectives of the study were determined, the subject, object, and hypothesis of the study were formulated.
At the second, exploratory and empirical stage, the actual experimental study was carried out, where training sessions were implemented aimed at developing the psychological readiness of high school students to choose a profession.
At the third, final stage, the results of the study were summarized and discussed, their quantitative and qualitative processing was carried out, a theoretical interpretation of the conclusions and provisions of the study, and literary design of the work were carried out.
Research base: the study took place on the basis of Municipal Educational Institution Secondary School No. 1
including 20 11th grade students. The age of students is 16 – 17 years.
The scientific novelty lies in the development of training sessions aimed at developing psychological readiness to choose a profession, designed taking into account the personal characteristics of the participants, the level of their psychological readiness for a professional choice, the most common mistakes made when choosing a career by schoolchildren of a particular group.
The theoretical significance lies in the generalization and systematization of the material on the research problem, clarification of the concept of “psychological readiness” in relation to the choice of profession for high school students.
Practical significance - the results obtained can be used by teachers and parents to develop readiness among high school students to make the right choice of profession.
Approbation of the work was carried out in the form of a presentation on the topic “Means for developing psychological readiness to choose a profession among high school students” at a methodological association at the Municipal Educational Institution Secondary School
p. Golyshmanovo.
Structure of the work: the thesis consists of an introduction, two chapters, a conclusion, a bibliography, and appendices. The work contains 4 tables, illustrated with three histograms. The total volume of work is 68 pages of computer text without applications.

CHAPTER I. THEORETICAL BASIS FOR THE FORMATION OF PSYCHOLOGICAL READINESS IN HIGH SCHOOL STUDENTS TO CHOICE A PROFESSION IN EDUCATIONAL SCHOOLS

Youth is the age when a worldview takes shape, value orientations and attitudes are formed. In fact, this is the period when there is a transition from childhood to the beginning of adulthood, a corresponding degree of responsibility, independence, the ability to actively participate in the life of society and in one’s personal life, to constructive solutions to various problems, and professional development. Choosing a profession at high school age becomes perhaps the most important, urgent and difficult matter. Psychologically directed towards the future and inclined to even mentally “jump” over unfinished stages, the young man is already internally burdened by school; school life seems to him temporary, unreal, the threshold of another, richer and more authentic life, which simultaneously attracts and frightens him. He understands well that the content of this future life, first of all, depends on whether he will be able to choose the right profession. No matter how frivolous and carefree the young man may appear, the choice of profession is his main and constant concern. At high school age, the individual appearance of each young person becomes more and more definite, and those of his individual characteristics, which in their totality determine the make-up of his personality, become more and more clear.
High school students differ significantly from each other not only in temperament and character, but also in their abilities, needs, aspirations and interests, and varying degrees of self-awareness. Individual characteristics also manifest themselves in the choice of life path. Self-determination and narrowly practical motives in choosing a profession acquire decisive importance in educational activities.
Choosing a profession and mastering it begins with the formation of motivational factors. At this stage, students should quite realistically formulate for themselves the task of choosing a future field of activity, taking into account the available psychological and psychophysiological resources. At this time, students develop attitudes towards certain professions and select educational subjects in accordance with the chosen profession.
At high school age, children's dreams of a profession are replaced by reflections on it, taking into account their own capabilities and life circumstances, and the desire to realize intentions in practical actions appears. However, some high school students live entirely in the present and think little about their future profession. High school students are interested in the plans of their classmates, discuss doubts, hesitations, they abandon their previous dreams as “childish”. Many people tend to succumb to the influence of authoritative or older friends. From time to time, disputes and disagreements arise regarding different professions and where exactly to continue studying. Choosing the right profession is a complex and lengthy process, covering a significant period of life. Its effectiveness, as a rule, is determined by the degree of consistency of a person’s psychological capabilities with the content and requirements of professional activity, as well as the formation of the individual’s ability to adapt to changing socio-economic conditions in connection with the structure of his professional career.
Thus, the choice of profession is one of the moments that determines a person’s life path. Firstly, this is a long process, stretching over several years, and secondly, an event included in the chain of events of a person’s professional biography.
According to D. Super, a person must choose a profession taking into account his image of “I” as the actual image of a person, the way he thinks about himself and evaluates himself; intelligence, as a structure of general abilities and abilities for learning and learning; special abilities, interests, personal values, both internal (substantive) and external (accompanying the labor process), attitude towards work, work and profession; needs that determine the motives for choosing a profession and success in this profession, personality traits, as the most general models of human behavior, professional maturity, understood quite broadly.
The success of choosing a profession is largely determined by the student’s psychological readiness to choose a profession related to:

Professional self-determination is a long and multi-stage process of choosing a profession by an individual, which is reflected in his professional plans. This is one of the main components of individual socialization.
Therefore, at the school level, work on studying and developing psychological readiness for choosing a profession should be systematic, that is, school administrations, teachers, school psychologists, social educators, and, of course, the students themselves should participate in it. In addition, parents of schoolchildren should actively participate in career guidance work.
The problem of choosing a professional and life path arises before a person at an age when he is not fully aware of all the distant sequential life choices related to work, starting a family, social advancement, material well-being and spiritual development. This is where a person’s independent life journey begins. The first, very important and independent decision has to be made, relying not on life experience that comes over the years, but rather on ideas about their future, the society in which they will live.
In this regard, when making a professional choice, high school students often experience negative emotional states, in particular states of abandonment, confusion, and coercion, which determine the desire to avoid solving the problem of professional choice, postponing it indefinitely or shifting responsibility to others: parents, friends, acquaintances.
F. Sedlak, H. Breuer, T.V. Nester identifies 4 types of teenagers choosing a future profession:
Type 1 - indifferent, mercantile;
Type 2 - indecisive, fantasizing;
Type 3 - obedient, irresponsible;
Type 4 - purposeful, confident.
Typical mistakes when choosing a profession for high school students:
1. The teenager’s orientation immediately towards a highly qualified profession (scientist, diplomat, director, bank manager, etc.).
2. Disdain for professions that are not prestigious, although significant in life.
3. Lack of your own opinion in choosing a profession and making a decision not of your own free will, but at the request of parents or other people.
4. Transferring the attitude towards a specific person who is a representative of a given profession to the profession itself.
5. Passion for only the external or one side of the profession.
6. Transfer of attitude towards a subject to a profession related to this subject.
7. The choice of profession associated with the choice of this profession by friends.
8. Lack of ability to understand, evaluate one’s abilities and opportunities in the chosen profession;
9. The choice of profession, determined by material considerations of the family and the child himself.
10. High or low self-esteem of one’s own personal qualities, which creates inadequacy in choosing this or that profession.
Thus, the peculiarities of choosing a profession among high school students are that high school students strive to choose the type of activity that would correspond to their understanding of their own capabilities. Since schoolchildren’s understanding of their own capabilities is often not adequate to the indicators, failures await them along the path of choice.
High school students are not able to objectively and fully evaluate themselves. Every year, hundreds of thousands of young men and women who have completed their schooling begin to seek the use of their strengths and abilities “in adulthood.” At the same time, as statistics show, most young people face serious problems related to the choice of profession, the profile of further education, subsequent employment, etc. and the reasons are not only the “closedness” of the labor market for young and inexperienced people, but also that the overwhelming majority of high school students have very rough ideas about the modern labor market, existing professions, and are unable to correlate the requirements presented by one or another area of professional activity with with your individuality. Due to a number of objective and subjective reasons, modern youth turned out to be insufficiently prepared for the new demands of the political, socio-economic and personnel situation. There is no single tendency in self-esteem among high school students: some tend to overestimate themselves, while others do the opposite. Timely assistance provided to a schoolchild in choosing a profession not only helps him organize direct educational activities (when he consciously studies school subjects that may be useful to him in his future adult working life), but also introduces elements of calm into the student’s attitude towards his future (when he is optimistic life and professional perspective protects a teenager from the temptations of today's life). Such work encourages the student to think about himself, about his future, gives impetus to the activation of self-knowledge, and contributes to the formation of motivational factors for the student to choose a profession.
Thus, we have identified specific features of the choice of profession by high school students. They are that the decision about
High school students make their professional and life choices based not on life experience, but on ideas about their future. The peculiarities of choosing a profession for high school students also lie in the fact that high school students are not able to objectively and fully evaluate themselves - schoolchildren’s understanding of their own capabilities is not adequate to the indicators, which leads to erroneous professional self-determination.
Typical mistakes when choosing a profession by high school students have also been identified: the teenager’s focus immediately on a highly qualified profession; disdain for professions that are not prestigious; lack of opinion in choosing a profession and making a decision not of one’s own free will, but at the request of parents or other people; passion only for the external or one side of the profession; transfer of attitude towards an academic subject to a profession related to this educational subject; choice of profession associated with the choice of this profession by friends.
To prevent and eliminate the above errors, the professional activities of teachers, school psychologists and social educators, who are called upon to provide high school students with effective assistance in choosing a future profession in the formation of psychological readiness for professional self-determination, become important. We will consider this issue in the next paragraph.

Before considering the problem of psychological readiness to choose a profession, let us turn to the essence of this concept. The concept of “readiness to choose a profession” was considered in the studies of N.N. Chistyakova, T.A. Buyanova, E.M. Borisova and others. Readiness to choose a profession is complex, including physiological, psychophysiological, psychological, and social aspects.
In the psychological dictionary of I.M. Kondakov’s readiness for action is understood as “... a form of attitude characterized by a focus on performing a particular action. Readiness presupposes the presence of certain knowledge, skills, abilities; readiness to counter obstacles that arise during the execution of the action; attributing personal meaning to the action performed. Readiness for action is realized through the manifestation of individual components of the action: neurodynamic formation of the action, physical readiness, psychological factors of readiness.”
Readiness for professional activity is defined as a mental state, pre-start activation of a person, including a person’s awareness of his goals, assessment of existing conditions, determination of the most likely methods of action; forecasting motivational, volitional, intellectual efforts, the likelihood of achieving results, mobilization of forces, self-hypnosis in achieving goals.
K.K. Platonov, M.A. Kotik, V.A. Sosnovsky, R.D. Sanzhaeva, L.I. Zakharov understands psychological readiness as a mental phenomenon through which the stability of human activity in a multimotivated space is explained.
According to O.M. Krasnoryadtseva’s psychological readiness for professional activity is manifested by:
- in the form of attitudes (as a projection of past experience onto the situation “here and now”), preceding any mental phenomena and manifestations;
- in the form of motivational readiness to “put in order” one’s image of the world (such readiness gives a person the opportunity to realize the meaning and value of what he is doing);
- in the form of professional and personal readiness for self-realization through the process of personalization.
In the studies of L. A. Odintsova and S. V. Zavitskaya, the following definition of psychological readiness is found:
“Psychological readiness for professional activity is characterized by a personal and pedagogical orientation, which is manifested in the understanding and acceptance of oneself and another as a unique entity, as well as a motivational and value-based attitude to the learning process in which subject-subject relationships are realized.”
N.V. Kuzmina believes that psychological readiness for professional activity is characterized by the presence of knowledge, skills and abilities in a specialist that allow him to carry out his activities at the level of modern requirements of science and technology. A.E. Steinmetz defined psychological readiness for professional activity as the process of forming a set (system) of mental formations - ideas and concepts, ways of thinking and skills, motivations, personality traits that ensure the motivational and semantic readiness and ability of the subject to carry out professional activities.
ON THE. Aminov and T.M. Chepygov define readiness for professional activity as a combination of a person’s professional orientation in a certain field with the real ability to carry out professionally significant skills in this field. The level of professional orientation is understood, according to N.A. Aminova and T.M. Chepygova, the degree of correspondence of the leading motive of preference for a profession (hence, personal meaning) to the objective content of the profession. Without a sufficiently high level of professional orientation, optimal interaction between a person and his chosen work is impossible. Only under this condition can one predict the successful development of the creative and moral forces of the individual in the labor process. E.I. Medvedskaya suggests that the basis of readiness is a system of attitudes towards non-judgmental acceptance of another person. “This means the representation in the professional consciousness of a psychologist of another person as a potential object/subject of his professional activity, or the focus of his professional consciousness on the Other.”
K.K. Platonov, P.A. Rudik, D.N. Uznadze, V.I. Shirinsky define readiness as concentration or instant mobilization of personality forces, aimed at the right moments to carry out certain actions. V.A. Malyako defines readiness as a complex personal formation, a multifaceted and multi-level system of qualities and properties, the totality of which allows the subject to successfully carry out his activities. A.A. Derkach, M.I. Dyachenko, L.A. Kandybovich consider the problem of readiness for professional activity in the personal-activity plane as a manifestation of all aspects of the personality in their integrity, providing the opportunity to effectively perform their functions.
P.A. Rudik considers readiness as a complex psychological formation and highlights in it the role of cognitive mental processes that reflect the most important aspects of the activity being performed, emotional components that can both strengthen and weaken a person’s activity, volitional components that contribute to the performance of effective actions to achieve a goal, as well as motives behavior
T.I. Shalavina understands readiness as an individualized reflection of reality, expressing the individual’s attitude towards those objects for the sake of which his activity and communication unfold. This interpretation presupposes the creation in the educational process of situations that provide meaning-creating activity, as a result of which the subjective appropriation of the content of professional training and the holistic personal development of the future specialist occurs. As a result, a high level of training is achieved. From this position, readiness is considered as an integrative professionally significant property of an individual, providing him with a developmental transition from the system of university training to the system of professional activity and including a set of professional knowledge, practical skills, personal experience, and personal professionally significant qualities.
Despite some differences in views, it is possible to identify something common in the interpretation of the concept of “readiness” - this is a personal form of interpretation of the content of education, a system of integrative properties, qualities and experience of the individual, which has signs of general theoretical and methodological readiness for professional activity. At the same time, readiness has a certain specificity - these are professional skills and abilities, and an individual style of their implementation, practice-oriented experience, reflection on professional activity.
As can be seen from the literature review, the concept of psychological readiness in modern psychological and pedagogical literature is interpreted quite broadly, and for our work it is necessary to specify this concept and highlight the aspects that are significant for our work.
Thus, by studying the psychological and pedagogical literature, we found out that scientists, summarizing various approaches to characterizing the concept of readiness, identify three main directions: readiness as a special state of the individual, which manifests itself at the functional level; readiness as an integrative manifestation of personality, that is, at the personal level; a special psychological state of the individual, which can manifest itself both at the functional and personal levels.
Based on the research of T.V. Nester, in our study we consider readiness to choose a profession from the point of view of a personal-activity approach and believe that the signs of readiness to choose a profession are: the presence of the subject’s motivation to achieve and a specific idea about the upcoming activity of choosing a profession; the ability to draw up an algorithm of activity and determine methods for its implementation; Confidence in your strength; the ability to manage activities of self-analysis, self-assessment, analysis of professions and adjust it in the process of choosing a profession.
The leading component of readiness for professional activity is psychological readiness, which is understood by scientists as a comprehensive psychological education, as an alloy of functional, operational and personal components. Psychological readiness is traditionally understood as a mental phenomenon through which the stability of human activity in a multimotivated space is explained.
Depending on the definition of psychological readiness for professional self-determination, various authors highlight its structure, main components, and build ways of its formation.
Thus, M. M. Kashapov believes that its defining component is professional thinking, therefore, the formation of psychological readiness is built through training in analysis techniques.
V. G. Kuznetsov, M. A. Palamarchuk, S. F. Stupnitskaya believe that psychological readiness is determined by professional orientation and the formation of professional abilities (professionalism).
A.K. Markova determines that professionalization, which also includes psychological readiness, as a multi-channel process proceeds in several directions at once - through training and education, the motivational and operational spheres are formed. Psychological readiness for professional activity in this case is characterized by the dynamics of changes in the motivational sphere of the individual, the formation of professionally significant attitudes in it, and changes in the value-semantic structure of the individual’s worldview.
V.V. Sogalayev notes that the structure of psychological readiness includes motivational, orientational, emotional-volitional, personal-operational and evaluative-reflexive components.
IN AND. Bidenko, speaking about psychological readiness for professional activity, uses the concept of “basic skills” as “personal and interpersonal qualities, abilities, skills and knowledge that are expressed in various forms in diverse situations of work and social life. For an individual in a developed market economy, there is a direct correspondence between the levels of basic skills available and the possibility of obtaining employment.”
In the list of basic skills, in accordance with the definition, the authors include: communication skills and abilities; creation; ability for analytical thinking; ability for creative thinking; adaptability; ability to work in a team; ability to work independently; self-awareness and self-esteem.
Thus, psychological readiness to choose a profession is a complex process, including physiological, psychophysiological, psychological, and social aspects. Based on an analysis of studies of psychological readiness to choose a profession among older schoolchildren, we identified the most important, in our opinion, components of this phenomenon: cognitive-evaluative and regulatory-behavioral.
The cognitive-evaluative component includes: the presence of stable professional interest, awareness of the requirements of the profession for the individual, adequate self-esteem, compliance of abilities with the requirements of the profession.
The regulatory-behavioral component includes:
- availability of an initial professional plan;
- understanding the social significance of the chosen profession, responsibility for choosing a future profession;
- the desire to realize one’s educational and professional choice, the presence of meaningful life orientations;
- the presence of emotional-volitional self-regulation of behavior.
Based on the work of famous psychologists related to research in the field of psychological readiness for activity (B.G. Ananyev, L.S. Vygotsky, S.N. Chistyakova, etc.), psychological readiness for a conscious choice of a future educational profile and profession in adolescence, age is determined by: information formation; motivational-value and practical components of this readiness.
Information readiness includes students’ awareness of:
- about the world of professions;
- about the labor market;
- about the presence of one’s own practical readiness and abilities to master the chosen profession or profile of the chosen education;
- about ways to plan and implement your professional plans;
- about ways of making decisions in a situation of choice.
Practical readiness includes:
- availability of practical knowledge and skills necessary to continue training in the chosen profile;
- the ability to make choices (selecting alternatives for obtaining specialized education that meet one’s own needs and capabilities; assessing their advantages and disadvantages; choosing the best from the available options).
Motivational-value readiness is understood as:
- emotional involvement in the selection process;
- desire and desire to make your choice;
- formation of self-esteem adequate to personal abilities and capabilities;
- the presence of value orientations and goals related to the further profile of education and future profession.
In addition to psychological readiness (the internal state of the individual) to choose a profession, the readiness of high school students is manifested in the form of knowledge, skills and competencies required in the profession, in studying the requirements that the profession makes for a working person, in the awareness of high school students of themselves in this profession. N.E. Kasatkina attributes such readiness to external readiness or to its pedagogical aspect and believes that such readiness is a prerequisite for successful choice of profession.
We agree with the opinion of researchers who believe that the concept of “psychological readiness to choose a profession” includes:

Thus, the analysis of the problem of psychological readiness of high school students to choose a profession allowed us to formulate the following conclusions:

- a stable state of the student’s personality, which is based on a dynamic combination of certain properties, including the orientation of interests and inclinations, his practical experience and knowledge of his characteristics in connection with the choice of profession;
- internal conviction and awareness of the factor in choosing a profession, awareness of the world of work, what physical and psychological demands the profession places on a person”;
- the ability to recognize individual characteristics (the image of “I”), analyze professions and make decisions based on a comparison of these two types of knowledge, that is, the ability to consciously choose a profession.
In this regard, the issue of choosing effective means of developing the psychological readiness of high school students to choose a profession seems very important. We will consider this issue in the next paragraph.

1.3. Means of developing psychological readiness of high school students to choose a profession

By means of developing readiness to choose a profession, we mean subjects that have three important characteristics:
- firstly, in order for this or that object to play this role, it must contain human culture, and this is natural, because the process of education is the process of its transmission and assimilation;
- secondly, this culture must be contained in them in a concentrated form, because only then can they be used effectively in the educational process;
- thirdly, the most necessary condition for this effectiveness is the pedagogical processing of the culture embedded in educational means, otherwise its assimilation will be inaccessible to students with their specific age and individual characteristics.
The choice of means in various aspects of the formation and development of personality depends on the tasks of this aspect; when used, they acquire specific content. Such a selection of means with appropriate content also occurs when organizing the formation of psychological readiness among senior schoolchildren to choose a profession - in it, the means that can influence the formation of readiness for professional self-determination of the individual come to the fore.
The task of the psychologist in this situation is to give the student psychological means of resolving his personal problems associated with determining options for further education. Based on the diagnosis of these psychological problems, psychologists can help a student make a choice of a specialized class or provide the prerequisites for making a professional choice.
Before providing this assistance, it is necessary to understand the purpose and meaning of its provision, to clearly understand the prospects and limitations of personal development, depending on the choice of further educational profile.
One of the main goals of modern professional education, according to L. M. Mitina, is to develop interest and the need for self-change.
Modern living conditions of society require a change in the strategy of professional adaptation to a strategy of professional development. Society needs a professional who knows his business, who is able to make decisions independently and bear responsibility for these decisions, for himself, for others, for the country, who knows how to take risks, create, create.
But in order to become such a professional, many young people at the stage of choosing a profession, and first of all, need psychological help and psychological support.
L. M. Mitina in her book “Psychological support for choosing a profession” distinguishes between two main forms of psychological work with an optant: adaptive and developmental. The most common types of adaptive are diagnostic, behaviorist and psychoanalytic professional consultations. Diagnostic career counseling is based on F. Parsons’ three-factor theory of career guidance, the main provisions of which he formulated back in 1908. He proposed to distinguish three phases of career guidance work with an optant: the first includes the study of mental and personal characteristics, the second involves studying the requirements of the profession and formulating them in psychological terms, and the third involves comparing these two series of factors and making a decision on the recommended profession. Thus, it is assumed that there is a strong relationship between human characteristics and professional requirements. The choice of profession itself is considered as a search for a match between the requirements of the profession and individuality. The attractiveness of such a scheme lies in its apparent simplicity and, it seems, logic.
At the same time, according to N.K. Martina, adherents of the diagnostic approach make a significant miscalculation when they undertake to decide the fate of a person, choosing for him who he should be, thereby excluding the optant himself from the decision-making process. The researcher believes that it is unlawful to make a decision based on the results of a diagnostic examination alone without taking into account changes in the world of professions and the prospects for personal development.
The behaviorist (educational) concept of professional consultation is based on the idea of a more or less unambiguous conditioning of human behavior by a set of external influences. According to supporters of the educational concept, any person can be trained in any profession, you just need to correctly select the most effective methods of vocational training. Hence the main goal of the consultation is to study the individual characteristics of the optant and organize the most optimal conditions for training. This concept is more attractive because it takes more into account the enormous possibilities for developing capabilities. But she completely ignores the data obtained in the theory and practice of differential psychophysiology. Existing natural and little-changing individual differences between people can be favorable for the formation of professional suitability in some professions and become an insurmountable obstacle for others.
Psychoanalytic consultation is based on the principles of identifying a person’s subconscious impulses and selecting professions in which they could manifest themselves to the greatest extent. The main principle of such consultation is the complete rejection of any methods of self-education and self-development. The main thing is to accept yourself as you are, unconditionally and calmly, without dramatizing the need for self-restraint when refusing those professions that require “remaking” yourself.
The classic types of other forms of career counseling are humanistic and developmental (activating). Humanistic professional consultation is based on the principles common to humanistic psychology of creating a special situation of interaction between the optant and the consultant (client-centered approach), including complete “acceptance” of the person being consulted, the possibility of free statements about oneself and one’s problems, which allows one to approach conscious and independent decision-making. Despite all its external attractiveness, such a scheme did not take root in practice. Firstly, because professional consultation of this type requires significant time to carry out, and secondly, in the course of such consultation its subject is most often lost, the main goal becomes working with the individual, providing psychological incentives, conditions for its development, which in itself extremely important, but does not have direct access to the choice of profession. However, some principles of humanistic psychology are included in counseling by proponents of a developmental approach to counseling, allowing for optimal opton-consultant relationships.
Developmental (activating) professional consultation is devoid of the main drawback of adaptive consultation - it does not exclude the activity of the subject himself from the process of solving a vital problem, but is considered as the main factor in the right choice. Its main goal is to activate the process of forming the student’s psychological readiness for professional self-determination, unobtrusive psychological support for choosing a profession and preparing for it.
The main principle of developmental professional consultation is the implementation of a new approach to the use and interpretation of psychodiagnostic techniques. It is necessary to give new meaning to this work. Along with the traditional task of psychodiagnostics - determining the current state of development of the student’s individuality, one should:
a) use its results to stimulate the student’s needs for self-knowledge and self-improvement in preparation for his professional work in the future;
b) to identify shortcomings, gaps in the development of certain qualities and abilities that are important for future professional activity;
c) to decide on the nature of correctional and developmental work in order to prepare for a future profession;
d) to exercise control over the development of the required qualities and abilities after correction or training;
e) to determine restrictions in the choice of a field of professional activity that imposes strict requirements on the psychophysiological characteristics of the individual.
The second principle is the refusal to build up the arsenal of psychodiagnostic methods and focus on the development and application of special training and correctional programs, psychotraining systems, problem-game and educational-professional situations.
And finally, the implementation of the principle of cooperation between the optant and the consultant by introducing elements of a humanistic approach to career counseling. The success of the consultation largely depends on whether it is possible to establish a trusting relationship with the student. Any pressure, directive tone, or imposition of one’s opinion is unacceptable. The emphasis should be on explaining that the choice of profession will only be correct when it is conscious, independent and when it is preceded by a lot of painstaking work on self-knowledge and studying the world of professions.
Psychological support for choosing a profession should be based on the norms and laws of human mental development. One of the fundamental categories for developmental psychology is the category of age (L. S. Vygotsky, D. B. Elkonin). Psychological work with an optant is designed to create the opportunity for students to productively solve the central problems of age and psychologically competently introduce them into the meanings, purpose, values, content of professional activity, features of its development and implementation, to ensure the transformation of the student from an object of pedagogical influences into a subject of professional education, and therefore, provide conditions for professional development of the individual at all stages of life.
Having studied these psychological forms of work, we came to the conclusion that psychological support for the choice of a further educational profile for high school students should be based on the norms and laws of human mental development, while strict consideration of changes in the world of professions and the prospects for personal development is necessary, the study of the individual characteristics of children, their training methods of self-education and self-development. In our opinion, a student who is on the verge of choosing a study profile must be actively involved in the process of solving this vital task, and the results of psychodiagnostics must be used to stimulate the students’ needs for self-knowledge and self-improvement in order to prepare for their professional work in the future. Thus, we agree that in general educational institutions the process of forming students’ psychological readiness for professional self-determination should be intensified, and psychological support for choosing a further educational profile should be carried out unobtrusively.
Readiness to choose a profession is, firstly, an internal awareness of the very fact of choice and certainty of professional interests, and secondly, the student’s awareness of his abilities and what physical and psychological demands the profession places on a person. In this regard, an important role in solving the problems of career guidance for schoolchildren is played not only by diagnostic methods, but also by methods of psychological correction, during which the student’s inclinations, on the one hand, and his capabilities, on the other, become obvious.
The specificity of the difficulties associated with professional self-determination, obtaining an education and further employment of young people in modern conditions requires the search for new forms of work to solve these difficulties.
One of the main areas of work of a psychologist with high school students is carrying out career guidance work and developing readiness for professional self-determination. The main goal of psychological support for the professional self-determination of young people in a market economy is, in our opinion, young people’s awareness of their autonomy and their acceptance of responsibility for their educational trajectory and career growth. An autonomous person has an idea of his abilities and interests, advantages and disadvantages, possible objective obstacles and ways to overcome them. In general, she is distinguished by an active life position and a determination to achieve success.
The basis for choosing a profession today is the individual’s ideas about the future, which take him beyond the current situation and are a program for his development. An autonomous person navigates the world of professions: understands the meaning of professional activity, knows the requirements of professions and prospects for their development, is able to coordinate professional activity with other important life contexts (family life, hobbies, etc.)
The behavior of an autonomous individual in the labor market presupposes a general orientation in the socio-economic situation, knowledge of vacancies, as well as the skills of searching for a job, writing a resume, passing an interview, etc. A person who is not ready to meet the requirements of reality turns out to be unclaimed. A relative balance between labor supply and demand can be achieved with professional competence. Thus, the vector of career guidance work should be shifted from the position of “Who should I be?” to the position “What should I become?”
So, in addition to the individual’s own social experience, an attitude can be a product of spontaneous or purposeful communication, especially those types of mass communication that involve a high degree of empathy for current events.
Professional attitudes express the personal activity of the subject of activity and relate to semantic attitudes that arise in the course of general and professional development.
Effective professional choice requires: differentiation of the self-concept of the subject of professional development, self-confidence; rationality of solving life problems; achieving autonomy; future orientation; formation of professional interests and general work skills; some practical work experience. Based on the description of mature professional attitudes, diagnostic tools for their individually specific manifestations are constructed.
Thus, the personal professional plans of a school graduate, his abilities and inclinations are often not taken into account when choosing a specialty. The greatest influence is exerted by the opinion of relatives, the position of friends, comrades, and the presence of a particular educational institution in the locality. Few people can make an informed choice of specialty and educational institution. For most young people, the choice of profession is based on existing stereotypes in society, which makes it difficult to find oneself in the world of professions and creates psychological difficulties.
Choosing a profession presupposes that the student has two kinds of information: about the world of professions as a whole and the opportunities and requirements for each of them; about yourself, your abilities and interests.
Career guidance correctional and developmental work with high school students can be carried out in various forms: in the form of educational games and exercises (they are carried out throughout the academic year, during class hours and extracurricular activities); in the form of large games and trainings for professional self-determination.
Psychological training as a means of active social and psychological training is currently one of the most popular and dynamically developing types of psychological work. The trainings are widely used in providing psychological assistance to adolescents in professional self-determination. Training sessions allow you to effectively solve problems related to the development of communication skills, self-control and self-knowledge, and the activation of creative potential. The noted aspects are very relevant in adolescence. This is not only a period of problems and contradictions, but also a time of increased mental plasticity, readiness for development and receptivity to influence, and maximum openness to new life experiences.
Training is a special type of learning through direct “living” and awareness of the experience arising in interpersonal interaction, which cannot be reduced either to traditional learning through the transfer of knowledge, or to psychological counseling or psychotherapy. With such training, the student directly comes into contact with the reality being studied, and does not just think about meeting it or reflecting on the possibility of “doing something with it.”
We believe that psychological training is an active means of learning through the acquisition and comprehension of life experience, modeled in interpersonal interaction. The training allows you to gain experience, on the one hand, in the most “concentrated” form, and, on the other, in psychologically safe conditions that make it easier to comprehend. Training as a means of developing psychological readiness to choose a profession is aimed at helping participants master any activity. The subject of the work is the system of a person’s relationship to professional activity, as well as the communication skills necessary for becoming a professional.
Thus, in this paragraph we have identified such means of developing psychological readiness for choosing a profession as professional consultation, professional diagnostics, games and trainings for professional self-determination. In our study, we highlight training as a possible effective means of developing psychological readiness.

Conclusions from Chapter 1:
The specific features of high school students’ choice of profession are that high school students make decisions about professional and life choices based not on life experience, but on ideas about their future. High school students are not able to evaluate themselves objectively and fully - schoolchildren’s understanding of their own capabilities is not adequate to the indicators, which leads to erroneous professional self-determination.
Typical mistakes when choosing a profession for high school students are the following: a teenager’s focus immediately on a highly qualified profession; disdain for professions that are not prestigious; lack of opinion in choosing a profession and making a decision not of one’s own free will, but at the request of parents or other people; passion only for the external or one side of the profession; transfer of attitude towards an academic subject to a profession related to this educational subject; choice of profession associated with the choice of this profession by friends.
The concept of “psychological readiness to choose a profession” includes:
- a stable state of the student’s personality, which is based on a dynamic combination of certain properties, including the orientation of interests and inclinations, his practical experience and knowledge of his characteristics in connection with the choice of profession;
- inner conviction and awareness of the factor in choosing a profession, awareness of the world of work, what physical and psychological demands the profession places on a person;
- the ability to recognize individual characteristics (the image of “I”), analyze professions and make decisions based on a comparison of these two types of knowledge, that is, the ability to consciously choose a profession.
Psychological readiness to choose a profession in adolescence is determined by the formation of the informational, motivational-value and practical components of this readiness.
We have identified such means of developing psychological readiness for choosing a profession as professional consultation, professional diagnostics, games and trainings for professional self-determination. In our study, we highlight training as a possible effective means of developing psychological readiness.
Theoretical analysis of the research problem allowed us to formulate a hypothetical assumption: we assume that increasing the level of psychological readiness of high school students to choose a profession may be facilitated by special training sessions designed taking into account the personal characteristics of the participants, the initial level of their psychological readiness for a professional choice, and the most common mistakes allowed when choosing a career by schoolchildren of a particular group.
The second chapter of the final qualifying work is devoted to experimental testing of the proposed hypothesis.

CHAPTER II. EXPERIMENTAL STUDY OF PSYCHOLOGICAL READINESS OF HIGH SCHOOL STUDENTS TO CHOICE A PROFESSION

2.1. Diagnostics of psychological readiness of high school students to choose a profession

The purpose of the experimental study was to test the hypothesis that increasing the level of readiness of high school students to choose a profession may be facilitated by special training sessions designed taking into account the personal characteristics of the participants, the initial level of their psychological readiness for a professional choice, and the most common mistakes made when choosing a career by schoolchildren specific group.
The experimental study was carried out on the basis of 11 classes with the inclusion of 20 students (10 - control group and 10 - experimental).
A list of students participating in the study is provided in the appendix.
The experiment consisted of three stages:
The ascertaining stage - the initial level of formation of psychological readiness of high school students to choose a profession was diagnosed.
The formative stage included work on developing the psychological readiness of high school students to choose a profession using special training sessions.
The control stage is devoted to the analysis of the results of a study of the effectiveness of the formative work carried out.
To diagnose the levels of formation of psychological readiness of high school students to choose a profession, the following criteria and indicators specifying them were used: cognitive (awareness), motivational-need, activity-practical:

etc.................

Functions of career guidance

Prerequisites for career guidance work

The place of career guidance in the system of preparing students for work

Lecture 16

Topic: “Basics of career guidance at school”

The career guidance system is considered not as a separate area of pedagogical activity of the school, family and community, but as an organic part of the entire system of preparing schoolchildren for work. In this case, career guidance becomes more significant and contributes to their overall career development.

A factor that strengthens the connection between career guidance and labor education is the process of life self-determination, which includes the formation of the motivational sphere of the individual, his socially valuable life experience, the harmonious unity of intentions, opportunities and abilities in search of his place in life.

Yesterday's school graduate, becoming a worker, peasant, student of a vocational school or college, technical school or university, takes a new life position as a creator of spiritual and material wealth, an active creator of the history of society, an object and subject of productive labor and certain social relations. Such a transition is not carried out without difficulties and requires careful preparation.

From a psychological point of view, it has been established that readiness for work and choice of profession have the same nature. Initially, the student acts as an object and subject of the educational process and communication, and then as an object and subject of work. But then an inverse relationship arises: work activity facilitates the transfer of self-esteem from study to communication, it helps to translate the demands of the team into demands on oneself, enriches the motives for learning and choosing a profession, and therefore is an important link in the formation of attitudes towards work and profession. Work itself becomes an educational tool within the framework of a well-organized pedagogical system, shaping the individual as a subject of work and choice of profession at the same time.

The special significance of such a component as objective self-assessment of one’s work, one’s capabilities and abilities when choosing a profession has been revealed; all other elements of professional self-determination are based on it .

The imperfections of the educational work of the school are reflected in the motives for choosing a profession. They, as a catalyst, allow us to draw conclusions about the strengths and weaknesses of the school.

If we proceed from the data of sociological research in the Republic of Belarus, then a working person is first of all satisfied with work as creativity, then the opportunity to use his strengths and abilities in it, then the importance and necessity of work for society, for people, the opportunity to improve their skills, grow professionally and spiritually, finally there is such a motive as the material side and social factors (obtaining an apartment, the proximity of the enterprise to the house, the opportunity to enroll a child in kindergarten, etc.).

For high school students, the first place among the motives for choosing a profession is the desire to obtain a higher or secondary education, then the prestige of the profession, the opportunity to use their abilities, the social significance of work and the material side.

The school clearly does not improve on the main thing: what primarily ensures satisfaction with work and the strength of the choice of profession in adults - the creative nature of work and the use of talents and abilities in it - are not the leading motives for choosing a profession among schoolchildren. Consequently, the educational process at school contributes little to the development of individual self-awareness in precisely these directions. Students know themselves unacceptably poorly; the choice of profession is predominantly determined by random factors and often contradicts the vocation of a school graduate.

Research on the motives for choosing a profession has shown that when choosing a profession, students are guided by its prestige (design, medicine, journalism, international relations, economics and management, aviation, army, trade). Many students consider their first working profession as a step in their career: to have work experience to enter college, in the future to take a leadership position, or to get a position that will give them the opportunity to live “beautifully” (foreign trade, international relations, etc.).

Taking into account the above, we isolate two areas of educational work:formation of socially valuable motives for choosing a profession(social importance, the need for personnel, the need to retain young people in the countryside, responsibility for the future of their native village, city, etc.) and pedagogical guidance of professional self-determination of schoolchildren taking into account the level of preparedness, professional suitability and existing talents and abilities. Professional self-determination can be strong only when vocation and specialty, public and personal interests are united in the spiritual world of the individual.

From a pedagogical point of view, a pattern of professional self-determination has been noted: schoolchildren are more quickly oriented towards professions where knowledge of their favorite subject is applied. At the same time, a high level of academic self-knowledge and objective self-assessment of learning results contribute to objective self-assessment of professional suitability when choosing a profession; Then the educational and educational work on career guidance in the activities of the class teacher is much better connected.

Thus, three main premises underlie career guidance work: formation of readiness for work in the process of various work activities of schoolchildren, connection between theory and practice in the learning process, transfer of interest in the subject to interest in the profession. The connecting link between them is professional self-determination based on the identification and development of talents and abilities (determination of vocation) and their connection with a specific specialty. Without solving this problem, one cannot count on the effectiveness of all career guidance work.

There is another basis for a strong choice of profession - education in the entire system of educational work of the school, family, public, the production of a creative attitude to work, which is the result of the active cognitive independence of schoolchildren and the application of theory in practice, which at the same time ensures the intensive development of students' talents and abilities .

A systematic approach to career guidance includes, on the one hand, the interrelationship between the activities of the school, family and community, production, and university in students’ knowledge of production and their capabilities in work, and on the other hand, the interrelationship of vocational education, professional self-determination and adaptation in production.

To increase the effectiveness of career guidance work, it is necessary to develop it in extracurricular work in the academic subject. The experience of advanced teachers in the republic and scientific research have shown that most of the time of all circle work can be directed to career guidance.

A professionally oriented educational process and extracurricular work on the subject can independently solve many career guidance problems. However, the process of professional self-determination itself is much more complicated. Naturally, special career guidance work among students is also necessary. Schoolchildren are more quickly oriented towards a profession in which the intellectual basis is knowledge of their favorite subject.

It turned out that they become a factor of professional self-determination if practical experience has been accumulated in the field of activity, work, taking into account the specifics of the subject. In order for physics, for example, to have an effective influence on the choice of profession, a variety of experience in design, modeling, classes in electrical engineering, rationalization, and invention is needed. Biology fosters interest in a certain profession if its study is related to environmental activities, experimental work, etc.

In all studies, a number of pedagogical dependencies were noted:

· the influence of individual academic subjects on the choice of profession is enhanced by the presence of interdisciplinary connections in the learning process;

· interest in the subject develops into interest in the profession if special attention is paid to the independent application of theory in practice;

· motives for attitude towards learning and motives for choosing a profession come closer if studying the fundamentals of science helps to comprehend the practical experience of schoolchildren;

· the educational process more effectively influences the choice of profession if it is related to the age characteristics of children.

In elementary school, career guidance work focuses on the unity of knowledge of reality and people’s work to transform the world around them. The view of people is determined from the position of their social functions as a citizen, a person and a worker, and the labor qualities of the individual again come to the fore in assessing oneself and others in all cases.

Schoolchildren learn the main features of a good specialist: responsibility, conscientiousness, hard work, quality work, etc. Primary school creates criteria for evaluating any professional activity and at the same time encourages them to demonstrate the qualities of a hard worker in their own various socially useful work, in everyday work.

In grades V-IX, the main professional orientation is carried out and the professional self-determination of schoolchildren is brought to the fore on the basis of practical experience in various types of activities, self-knowledge of their characteristics and abilities, and their application in activities that are already close to professional, in useful work.

In high school, career guidance, career adaptation, and consolidation of knowledge and skills in production are tied together. Only when serious productive work in their specialty creates a positive life experience do high school students make a final and accurate choice of profession.

Theoretical analysis of psychological and pedagogical research showed that the majority schoolchildren are better prepared for work than for choosing a profession. This delay persists constantly. Science has established that the choice of profession depends on the individual’s self-awareness, social motivation, orientation in the field of production, awareness of the significance of the chosen specialty for one’s further development, etc.

But in the process of work, you need to know yourself, navigate production, etc. The components of readiness for work, for choosing a profession, professional self-determination and self-affirmation are closely related. For example, theoretical and practical preparedness for work provides the necessary scientific awareness of the student in various spheres of the national economy, industries, and the content of professions.

Self-assessment of one’s strengths and capabilities at work is transferred to self-assessment of professional suitability, demands on one’s work are manifested in responsibility when choosing a profession, etc. (Table 5). In general, all integrative qualities are connected not only by components of readiness for work, but also by components of readiness to choose a profession. These connections can be direct or indirect.

Readiness to choose a profession directly depends on the formation of such qualities as erudition, intelligence, curiosity, independence, efficiency, determination. But since the components of readiness for work are associated with these same personal qualities, we can draw a conclusion about the unity of the processes of developing readiness for work and choosing a profession.

Table 5 – Interdependence of personal qualities, components of readiness for work and choice of profession

PERSONAL QUALITY	COMPONENTS OF WORK READINESS	COMPONENTS OF READINESS TO CHOICE A PROFESSION
Quick wits	Creative attitude to work, application of theory in practice	Attitude towards the chosen profession as a result of acquired knowledge about it
Erudition	Technological readiness for work	Science and objectivity when choosing a profession
Insight	Objective self-assessment of strengths and capabilities at work	Self-assessment of professional suitability
Curiosity	Sustained cognitive interest in science and technology	Professional self-education
Collectivism	Ability to work together	Social motives for choosing a profession
Humanism	Respect for working people	Recognizing the importance of all professions
Hard work	Labor requirement	The need for professional self-training
Honesty	Intolerance towards laziness and manifestations of dependency in the workforce	Professional pride and honor
Independence	Organization, work and workplace culture, economy and frugality	Ability for professional self-determination
Performance	Conscientious performance of work duties	Ability for professional self-improvement
Self-demanding	Demanding of one's own and other people's work	Responsible attitude towards the chosen profession
Determination	Ability to overcome difficulties in work and relationships with the team	Ability for professional self-affirmation
Optimistic	Determining life prospects in connection with working lifestyle	Foreseeing the prospects for the development of your profession and the growth of professional skills
Susceptibility	Aesthetic attitude to work	Love for your chosen profession

There are also certain connections between readiness to work and the choice of profession in the motivational sphere: high school students with a pronounced social orientation are guided when choosing a profession not only by personal interests and opportunities, but also by a sense of duty - they willingly remain to work at local enterprises, in their hometown, village.

Formation of integrative qualities has an indirect but effective impact on the professional self-determination of graduates. And through the education of the components of readiness for work, there is a direct impact on the choice of profession and professional self-affirmation. Consequently, the study and formation of personality as an object and subject of work and choice of profession is a single process. System superimposed on system – that’s what career guidance in school is today.

T.N. May, A.E. Popovich

Fundamentals of developing the readiness of senior schoolchildren to choose a profession

The article examines the problem of forming the readiness of senior schoolchildren for their professional self-determination. A structural model constructed on the basis of educational, educational and pedagogical systems is presented. It includes the following components: goal, objectives, content, methods, means, organizational forms, results, which contribute to the organization, stimulation and correction of the system of formation of readiness to choose a profession among the younger generation.

Key words: readiness, choice of profession, modeling, professional self-determination, pedagogical influence.

The main goal of professional self-determination is the gradual formation in a high school student of internal readiness to independently build, adjust and realize the prospects for his development (professional and personal), readiness to consider himself developing over time and independently find personally significant meanings in specific professional activities.

The key point of professional self-determination is the readiness for a person’s conscious independent choice of profession, ensuring the manifestation and disclosure of his individual characteristics, interests and inclinations of the individual, focused on the immediate prospect of personal and professional development.

The concept of “readiness to choose a profession, professional self-determination” in pedagogical science is considered as:

A stable state of the student’s personality, which is based on a dynamic combination of certain properties, including the orientation of interests and inclinations, his practical experience and knowledge of his characteristics in connection with the choice of profession;

Inner conviction and awareness of the factor in choosing a profession, awareness of the world of work, what physical and psychological demands the profession places on a person;

The ability to recognize individual characteristics (the image of “I”), analyze professions and make decisions based on a comparison of these two types of knowledge, i.e. ability to consciously choose a profession.

We consider readiness for professional self-determination as a stable characteristic of an individual, which specifies their goals and preferences, being a solution focused on the near future, and including personal-target, information-gnostic and reflexive-evaluative components that meet the requirements of the content and conditions of the future. professional activity.

The methodological basis of our research was developments in the field of systems approach, modeling, mathematical statistics (V.P. Bespalko, I.V. Blauberg, V.M. Glushkov, E.V. Ilyenkov, V.V. Kraevsky, V.I. Mikheev, R. S. Nemov, D. A. Novikov, Y. P. Sokolnikov, E. N. Stepanov, E. G. Yudin, etc.).

Domestic scientists highlight the principles of modeling educational, educational, pedagogical and other systems, primarily from the point of view of holistic, systemic, personal and activity-based approaches and name the following: the principle of integrity, the principle of communication (connection), the principle of structure, the principle of controllability and purposefulness, the principle development

Our research shows that in practice, the formation of readiness to choose a profession among senior schoolchildren is carried out through the interaction of students with teachers, additional education teachers, production specialists, psychologists, as well as with subjects of work, during which their professional development occurs.

Solving the problem posed in our study required the development of a model of a system for developing readiness for choosing a profession among senior schoolchildren. V.V. Kraevsky, for example, characterizes

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Current problems of pedagogy

modeling as cognitive reflection based on concepts, principles and patterns.

The practical value of a model in any pedagogical research is mainly determined by its adequacy to the studied aspects of the object, as well as by how correctly the basic principles of modeling (visuality, certainty, objectivity) are taken into account at the stages of constructing the model, which largely determine both the capabilities and type of the model, and its functions in educational research.

The object of our modeling is the system of developing senior schoolchildren’s readiness to choose a profession in the educational process of a comprehensive school during its specialization.

The model of developing readiness for professional choice of high school students in the process of specialized education is an integrative scientific and theoretical structuring of the process of complex support, built on the principles of a systems approach (integrity, connections between elements, orderliness of the system, feasibility of functioning), including functions, components, educational environment , results and criteria for the effectiveness of pedagogical management, reflecting the specifics of specialized education as an option for creating optimal conditions that promote professional self-determination of high school students.

Before constructing the selected model, we determined its type, basing it on a structural model that imitates the internal organization of the structure of the original.

The central system-forming component of the model is its goal - the formation of readiness in older schoolchildren to choose a profession. In our opinion, senior students should: a) have positive, sustainable motivation for specialized and vocational training; b) consciously relate to professional work and make volitional efforts to perform forced work; c) have developed logical and abstract thinking, be creative, erudite, with adequate criticality of their capabilities and abilities; d) show initiative and activity aimed at success, allowing you to complete the work you have started; e) take an active civic position, be endowed with the ability to work productively and creatively in a team; f) respect other people, take care of national traditions, demonstrate a culture of communication, behavior, mental and physical work.

The purpose of the model defines the main tasks: a) assisting high school students in identifying their cognitive and professional

interests, inclinations and abilities; b) systematic influence on the consciousness of students in order to expand and deepen their knowledge about professional activities, about the world of professions and the requirements for each of them; c) inclusion of students in activities that are as close as possible to professional ones.

An important factor in the education of the individual in the model we have developed is the team. As you know, a team is a collection of people united by common goals that have a social and value orientation, common activities to achieve them and certain relationships that arise in it.

It seems to us that these content components can be successfully developed in older schoolchildren within the framework of the educational process of a comprehensive school.

In our model, the tools for organizing, stimulating and adjusting the system of developing readiness to choose a profession among senior schoolchildren are presented by general methods, organizational forms, and means of a holistic educational process.

General methods of education, being ways of achieving a set goal, act as ways of organizing the joint activities of educators and students, as ways of their interaction. Their use is determined by the tasks and specifics of the role played by the teacher and students in the process of developing their readiness to choose a profession.

In the educational process, it is necessary to involve three factors of personality development: the social environment, activity and the reciprocal-evaluative influence of the teacher. They determine the methods of our model: methods of influencing the consciousness of students, practical activities, its stimulation, organizing the educational environment and understanding the environment and one’s own life.

The method of educational interaction with the environment in our study was predominant in the implementation of various forms of the educational process, such as excursions, tournaments, Olympiads, competitions, i.e. where there is: a) interaction of students with nature, society, material production, spiritual creativity, with another person; b) studying, understanding the life around us, considering differences

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Current problems of pedagogy

in views on the world and the structure of life; c) actions that presuppose an active position of a senior student in professional activities, independence and responsibility; d) the choice of values in the life unfolding before them: good and evil, truth and lies, beautiful and ugly.

The method of organizing educational activities will be leading in theoretical and practical classes, trainings, professional tests, i.e. where there is an opportunity to involve older schoolchildren in various types of activities, giving it social and value-based features and through this establish an active attitude to reality. Specifically, this is done by answering the questions: For whom? For what? (value motivation); What did you feel? What did you like? What did you find? What did you discover? (living relationships); What's in my life now? What will I try to change? (connection of activity with life); What will this do for others? (social result of activity); How did I feel? How did I work? (self-analysis).

Awareness of oneself and one’s capabilities is formed in a senior schoolchild when comprehending life and the personal and value meaning of one’s activities. The formation of an autonomous inner “I”, the development of an individual’s ability to choose his life position, the ability to take responsibility for choice constitutes the pedagogical essence of the method of organized comprehension by students of the life unfolding in front of them. This method permeates the entire system of developing readiness to choose a profession, is built on subject-subject relationships and manifests itself in three forms: rational (this is necessary, necessary); emotional (living emotions); practically effective (we did it or are doing it).

The listed three forms of relationships give rise to three methods of pedagogical influence necessary when developing high school students’ readiness to choose a profession in a secondary school. The rational form of relationships through logic and reason gives us a method of belief. This method is implemented through such forms as judgments, argumentation, opinion, message, dialogue, discussions, exchange of impressions, advice, recommendations. In preparation for professional activity, this method allows you to organize training at a high level.

The emotional attitude gives rise to an assessment method, which can be open or closed. Thus, open pedagogical assessment is reward or punishment and involves a direct expression of the emotional state. In the system of formation in high schools,

of readiness to choose a profession, it is used to provide a strong emotional impact in order to obtain the desired result of pedagogical influence. Closed evaluation is expressed through communication of one's own state, the expected state of another person, delegation of evaluation to another, or evaluation extended over time. It is used with a gentle influence on students in order to give them the opportunity to comprehend the event and draw their own conclusions.

Practical-effective relationships determine the impact that is produced by the real activities of students, and this method, which in the literature is called the exercise method, plays an important role in the system of nurturing the professional interests of senior schoolchildren. The exercise method includes demonstration instructions, rules established in collective activities, career guidance games, etc.

The means of developing readiness to choose a profession include objects that are tools of labor or imitate them, educational means that carry certain elements of work culture, as well as devices necessary for carrying out various types of labor and professional activities, for example, volumetric (models, collections) and printed (tables, pictures) manuals, TSO.

The choice of means in various aspects of education depends on its objectives. When used, they acquire specific content. This selection of tools with appropriate content also occurs when preparing senior schoolchildren to choose a profession.

Organizational forms of education are understood as the external expression of the joint activities of educators and schoolchildren.

In school practice, various organizational forms are used to develop high school students’ readiness to choose a profession, for example, a career guidance lesson or its fragments, a school elective class, a club, associations, a class hour, a career guidance meeting, a career guidance excursion, an evening of profession defense, labor competitions and competitions. all-around “Know and be able”, lectures “Professions in new socio-economic conditions”, “My profession is my pride”, career guidance weeks, months, competitions “Best in profession”, “Who knows more professions”, conducting professional tests, plot - role-playing games, etc. Labor associations of schoolchildren, career guidance local history, KVN, TV shows “Clever Men and Smart Men,” patronage work, etc. can be successfully used.

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Current problems of pedagogy

Such forms of work as theoretical and practical classes, professional tests, trainings are associated with the method of educational activities. Conferences “The Facets of Professions,” tournaments for young mathematicians, olympiads, and professional skill competitions are determined by the method of the educational environment, although, like excursions, they can also be associated with the method of comprehending the unfolding life. The organic interconnectedness of methods of education and influence and the resulting means and forms of work contributes to the process of transition of external action into the internal state of the individual, its acceptance as a value and the formation of personal and professional quality. The complex of these qualities determines the result of developing readiness for choosing a profession in high school students.

In the developed model, by the results of developing readiness for choosing a profession in high school students, we understand the achievement by students of a high level of preparedness for choosing a profession.

Thus, the presented model of the functioning of the system of forming readiness for choosing a profession in senior schoolchildren can serve as a guide for school teachers in the professional guidance of senior schoolchildren when choosing their future.

Bibliography

1. Kraevsky V.V. General fundamentals of pedagogy: Textbook. M., 2008.

2. Makarenko A.S. Choice of profession // Makarenko A.S. Op. M., 1958. T. 5.

3. Mikheev V.I. Modeling and methods of measurement theory in pedagogy. M., 1987.

4. Sokolnikov Yu.P. A systematic approach to the education of schoolchildren. M., 1990.

5. Stepanov E.N. Theory and technology of modeling the educational system of an educational institution: Author's abstract. ... Dr. ped. Sci. Yaroslavl, 1999.

Reference

based on the results of a diagnostic study

readiness of high school students to choose a profession

Date of: november

Methodology: “Readiness of high school students to choose a profession” (

Target: determining the level of readiness of 9th grade students to choose a profession.

Audience: students of grades 9 A, 9 B.

Results of a diagnostic study of grade 9 A students

Result

(readiness level)

average level

absent

high level

absent

average level

high level

absent

average level

absent

average level

absent

average level

absent

average level

absent

low level

average level

Total:

Low level – 2 people;

Average level – 14 people;

High level – 2 people.

Results of a diagnostic study of grade 9 B students

Result

(readiness level)

absent

low level

average level

absent

average level

absent

average level

low level

high level

not ready

average level

absent

average level

absent

low level

average level

low level

absent

average level

low level

Total:

not ready to choose – 1 person;

Low level – 6 people;

Average level – 11 people;

High level – 1 person.

Summary results of a diagnostic study of students in grades 9 A, 9 B

“Readiness of high school students to choose a profession”

Thus, analyzing the quantitative results of a diagnostic survey of the level of readiness of 9th grade students to choose a profession, we can conclude that the majority of students (67.6%) at the time of diagnosis have an average level of readiness for the upcoming choice of profession. A high level, in the studied classes, only 3 respondents or 8.1%, 21.6% of students have a low level of readiness.

Summarizing the results of the empirical study, we can conclude that currently high school students have little understanding of the basics of professional self-determination, namely where to start, who can help, etc. Most high school students find it difficult to understand their abilities, qualities and character traits, and interests. Their ideas about their own personality often remain at the level of everyday judgments and when choosing a profession they are driven not by internal, but by external motives. Choosing a profession is a very difficult and responsible step, so you need to approach it thoughtfully and with all seriousness.

There are several simple rules that a graduate is recommended to follow when choosing a future profession:

First, study yourself: understand your interests, inclinations, characteristics of your character and physical capabilities;

Secondly, think and evaluate your strengths and weaknesses;

Thirdly, get acquainted with professions that correspond to your existing interests, abilities, and opportunities.

Then, when the first three steps are already behind you, and clear leaders among the professions have emerged, move on to the second step. Talk with representatives of your chosen professions, if possible visit their workplace, familiarize yourself with the conditions and nature of work. Get acquainted with educational institutions where you can get your chosen profession. Compare your personal qualities and capabilities with the nature of the profession that has been chosen.

Educational psychologist _______________N.V. Kravchuk

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