Vocational guidance. Professional self-determination

The wide spread of information and communication technologies in the postindustrial society has led to the emergence of a new trend in the development of vocational education — personalization of training. Its target orientation is the individualization of educational activities, strengthening the responsibility of students for designing the content of their training, determining personalized learning trajectories. The predictor of the personalization of teaching was the logical and semantic model of the subject of educational activity developed by the author, and its main components formed the basis for determining effective educational technologies focused on the self-realization of students in their future professional activities. The purpose of the article is to substantiate the scientific and applied value of the new paradigm of professional education, to reveal its developing functions in educational activities and the possibility of implementing students in personalized educational technologies. The methodological basis of the panorama of the study was the theory of personalization by V. A. Petrovsky, the thematic layer of which is the main components of the orientation of the subject of training: motivation, valuesemantic orientations, transpectivity, self-determination and transcendence. The developed personalized logical and semantic model of students became the basis for determining educational technologies and designing personalized trajectories of formation, focused on the self-realization of students in their future professional activities. Practical significance. Personalized training is becoming important in ensuring the development of students through the use of adequate training technologies in the training of specialists for high-tech industries.

The influence of parents and other senior family members is one of the determining factors affecting the professional self-determination of children and young people. At the same time, the specific mechanisms of this influence remain insufficiently studied. The article is based on the hypothesis that a certain civilizational structure (traditional, industrial, post-industrial) can be aligned with the strategy of participation of older family members in the process of professionalization of its younger members. In modern Russia, families belonging to different socio-cultural structures coexist. Various socio-cultural models of parental influence on children’s social and professional self-determination are characterized. The initial results of an empirical study of representatives of the parent community are presented; the author defines the content lines that show unity or, on the contrary, contradiction in the respondents’ views on the process of professional self-determination of children and the role of parents in this process. It is revealed that the process of gradual adoption of the “post-industrial model” of professional self-determination in Russian society occurs against the background of growing contradictions in relation to the set of characteristics characteristic of the traditional way of life. Respondents are much more likely to consider the profession in the context of its significance for a person, as the basis of individual well-being and a means of self-realization, than in the context of social service, as was typical for the traditional way of life. The adoption of the post-industrial model of professional self-determination is most clearly manifested at the level of instrumental features (continuity of education throughout life; high professional and interprofessional mobility; polyprofessionalism as the basis of professional success in the modern world, etc.). In addition, a change in the main form of parental dominance in the process of professional self-determination of children and adolescents is revealed: direct inheritance of professions (labor dynasty) is replaced by the transfer of self-determination experience from parents to children.

The article notes the failure of the mechanical transfer of foreign approaches to professional development, created in other cultural and historical conditions, examines the origins of the competence approach, its limitations and opportunities. According to the author, training of competences without purposeful education of the valuesemantic sphere of children and teenagers creates new threats and hinders professional development of the person.

The article is devoted to the professional self-determination of young people and its pedagogical support in the post-industrial world and the related need for new approaches to them. The article presents the results of a comparative analysis of some of these approaches, which have already manifested themselves in the modern educational and careeroriented reality. The assessment of their prospects in the transition to a post-industrial society is given.

The article presents the experience of complex career guidance work with high school students and working youth Yekaterinburg Assembly College together with the Center of professional qualifications, training and retraining. The importance of an integrated approach to solving the issues of youth self-determination is emphasized.

The article discusses options for conducting career guidance online for example, the Internet service of a professional navigation «Profilum», as well as ways of involving children and parents in the process of career counseling using Internet technologies.

In article results of a research of psychological features of choice of profession taking into account an urgent condition of labor market reveal. On the basis of factual material the reasons of low efficiency of professional orientation work with youth are analyzed. Professional preferences and intentions of the studying teenagers are considered. The prospects of development of professional orientation work are analyzed.

The experience of the Kurgan region professional educational organizations’ vocational guidance work (within limits of regional interdepartmental project «The vocational guidance technology park «Zaural navigation») is discussed in the article. The vocational guidance work organization technology (on the basis of professional educational and educational institutions’ cooperation) is described below.

The article discusses the features of the process of becoming a specialist in social work in the context of professional and personal development. Special attention is paid to the necessity of forming of future specialists of willingness and ability to carry out a successful career with effective communication with persons who are in difficult life situation.

The article presents the experience of a College academic variable of discipline, the purpose of which is to help students to define themselves with the choice of profession or trade, or to fix the selection. The experience of teachers is summarized and presented in the form of training manuals, including theoretical knowledge on all sections, exercises for practical work, tasks for independent extracurricular work of students, tests and questions for selfcontrol, tasks for intermediate and final control.

The article presents a practical solution to the problems associated with the return of mass youth interest in technical and scientific creativity. Special attention is paid to creating the College student design Bureau as one of the elements of the innovative educational environment.

The article deals with the problem of interaction between the system of a secondary vocational education and a general education. The authors share their experience in motivating schoolchildren to get a technical vocational education by means of networking. The concrete results of this collaborative project between Kamensk-Uralsky Radio College and schools are widely presented in this article. System and practically-oriented approaches are offered by the college to realize the goals within region integrated programme «Ural Engineering School».

В статье говорится об эффективном механизме управления профориентационной работой в Курганской области. В качестве ключевых элементов профориентации определены: ассоциативный ресурс учебных мест, согласованный единый план-график профориентационных мероприятий, индивидуально-групповая траектория профессионального самоопределения

В статье представлен критический анализ современной российской практики организации профессиональных проб для школьников. Показано, что при организации цикла профессиональных проб нужно учитывать особенности целеполагания процесса сопровождения профессионального самоопределения, отличающие его от процессов обучения и воспитания

В статье обосновывается эффективность дуального профессионально-деятельностного подхода в совместной организации профориентационной работы среди учащихся выпускных классов общеобразовательных школ педагогами учебного заведения и специалистами предприятия при содействии представителей бизнеса

В статье рассмотрены существующие противоречия между потребностями рационального распределения трудовых ресурсов и сложившимися профессиональными предпочтениями молодежи. Определены принципы формирования индивидуальной образовательной траектории подготовки квалифицированных рабочих, служащих и специалистов среднего звена в Сургутском политехническом колледже.

В статье представлены основные направления и механизмы профориентационной деятельности в условиях инновационного развития страны

В статье представлен опыт реализации целевого проекта «Профориентационная работа в условиях демографического кризиса» в Сызранском медико-гуманитарном колледже. Его составляющими являются эффективное методическое сопровождение и информационное обеспечение, психолого-педагогическое сопровождение абитуриентов. Анализ профориентационной работы проводится с использованием системного многофакторного анализа.

В статье рассказывается об опыте профориентационной работы с молодежью в Новгородском Технологическом колледже.

Статья посвящена особенностям организации профориентации школьников в условиях создания «Уральской инженерной школы». Рассмотрены методы профессионального самоопределения учащихся старших классов в контексте использования нестандартных форм повышения престижа рабочих профессий. Описаны три направления работы с учащимися в условиях современности. Приведены результаты проведения интеллектуально-развивающей игры «Путь к успеху». Рассмотрены изменения рынка труда и требования работодателей к потенциальным работникам предприятий.

В статье раскрывается опыт предпрофильной подготовки в форме элективных курсов Екатеринбургского промышленно-технологического техникума. Отражена направленность курсов, их дидактическая составляющая. Показан результат обучения и заинтересованности обучающихся.

Рассматриваются возможности нейропсихологического подхода к профориентации школьников. Отмечается важность участия нейропсихолога в профориентационной работе на современном этапе. Особое внимание уделяется учету функциональной асимметрии мозга при выборе профессии.

В статье говорится о необходимости исследования, заключающегося в теоретическом обосновании и создании организационно-содержательной модели формирования инженерного мышления детей и подростков. Стратегическим ориентиром проекта является разработка организационно-содержательной модели единого образовательного комплекса для подготовки инженерных кадров.

Рассматривается проблема профессионального самоопределения одаренных школьников и недостаточный уровень компетентности педагогов для сопровождения этого процесса. В качестве комплексного решения этих проблем описан формат международного сетевого кластерного проекта «Одаренному ребенку — одаренный педагог».

Статья посвящена творческой профориентационной работе преподавателей и студентов Омского областного колледжа культуры и искусства в рамках ярмарки «Профвектор.ru».

В статье описывается опыт взаимодействия муниципальных общеобразовательных организаций и образовательной организации СПО по профориентационной деятельности. Как показывает практика, проведение конкурсов «Юный механизатор», «Юный кулинар» в рамках «Фестиваля профессий» является наиболее эффективной формой профессионально ориентированной деятельности образовательной организации.

В статье описан практический опыт деятельности коллектива Каменск-Уральского техникума металлургии и машиностроения по организации профориентационной работы с учащимися школ (потенциальными абитуриентами) и адаптации первокурсников в техникуме.

Background. Uncertainty, complexity, unpredictability are global features of the modern labour market. The increase in de-standardisation of employment leads to the emergence of new types of occupations, the diversification of career trajectories, and the blurring of stable professional identities. The study of the behavior of young people in the state of the ambiguity of the professional future is becoming an increasingly relevant topic for research in the field of professional self-determination. Objective. Systemisation of the behavioral practices of young people’s professional selfdetermination and identification of the features of the vocational and educational choice implementation depending on multiple choice typical situations and characteristics of the young people target groups. Methods. The research is organised on the basis of the principles of qualitativequantitative (mixed) method research. Data collection methods used: keynote interviews about multiple choice situations that arose in the past as acts of professional self-determination in order to identify external and internal resources for “overcoming” the situation, retrospective (self)assessments of the success degree in overcoming the situation of uncertainty and the tools used to make a choice, as well as psychometric questionnaires. Mathematical methods of data processing: one-way analysis of variance (ANOVA), testing of hypotheses by Fisher’s F-test and t-test of means comparison. Results. As a result of the study, a number of dependencies were confirmed that were previously identified by other authors and characterise the relationship between the components of self-determination activity and the personal properties of professional choice subjects. The scientific novelty of the obtained results lies in the establishment of statistically significant differences in the self-determination processes parameters in the target groups of Russian youth aged 15-22 in professional (vocational-educational) self-determination typical situations that are realised in this age cohort. Practical significance. Study results can be used to form a technology for developing pre-adaptation potential of young people, which ensures the professional development success

Background. Readiness for professional self-determination of schoolchildren often remains outside both empirical research and career guidance practice, despite the relevance of the topic noted by many career pathologists. With their research, the authors tried to fill the gap in knowledge to a certain extent. Objective. The article aims to highlight the problem of professional self-determination of schoolchildren in grades 8-11 and offer methodological tools for diagnosing the level of readiness. Methods. The data for analysis were obtained as a result of a questionnaire conducted by specialists of the «Human Technologies» Centre within the framework of the AllRussian Professional Diagnostics programme in 2018. The event included career guidance testing of schoolchildren from 47 regions of the Russian Federation. The study involved 20,410 students in grades 8-11. Results. The analysis of the data made it possible to identify and classify the difficulties faced by students in the process of professional self-determination, as well as to identify factors that need to be taken into account in career guidance practice. It was revealed that when assessing the level of readiness of a student for professional self-determination, it is important to take into account not only the degree of their readiness to make a decision, but also the breadth of their horizons, the level of knowledge about the world of professions in general and the educational system in particular. As a result, the article presents a methodology for assessing readiness for professional self-determination, provides evaluation criteria and the structure of significant factors. Practical significance. The methods and testing procedures given in the article can be used in organising career guidance work at school at the stage of assessing students’ readiness for professional self-determination.

Background. The subject of the research is the forecasting of the professional future of the student as a technological chain of interrelated elements, representing a holistic process, built in accordance with the goal and aimed at achieving the result. Forecasting the future is extremely important, given the rapid changes taking place in the labour market. Objective. The goal of the research is to develop a technology for forecasting the professional future of a student, aimed at reducing uncertainty of the future and building a strategy for professional self-determination. Methods. The author of the article offers two new approaches to the problem of forecasting the professional future – procedural and technological, viewing forecasting as technology; and personalised, based on the independence and engagement of the subject of educational activity. In order to determine the possibilities of training according to an individual curriculum and its content, the experience of the country’s leading universities in the field of designing individual educational routes was studied, educational offers from universities, online courses from Coursera, etc were analysed. To collect data, psychodiagnostic methods were used: the projective method of pictorial metaphors by I. L. Solomin «My Life Path», the technology of personality-resource mapping. Results. On the basis of the conducted research, the content of each stage of the forecasting technology was determined. Stage 1. Diagnostic: diagnosis and analysis of the student’s goal-setting skills and resources to achieve the goals. Stage 2. Design: analysis and development of ways to fill competence deficits; development of a personalised educational trajectory of professional development (result 1) and a trajectory of professional development as promising and long-term planning of professional life with the graduate actively entering the professional environment (result 2). Stage 3. Implementation: progressive advancement along a personalised educational trajectory and presentation of the result of one’s own activity in mastering the profession. Stage 4. Analytical: evaluation of the results, personal readiness of the student as a subject of professional activity. Practical significance. The materials of the article can be used by managers and teachers of educational organisations of various levels to implement innovative transformations in the process of training future professionals