Cite this article as:

Арендачук И. В. Peculiarities of Professional Self-Determination of Students at the Stage of Preparation for Subject Oriented Training. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2018, vol. 7, iss. 3, pp. 204-211 DOI: https://doi.org/10.18500/2304-9790-2018-7-3-204-211


UDC: 
159.9:37.015.3
Language: 
Russian

Peculiarities of Professional Self-Determination of Students at the Stage of Preparation for Subject Oriented Training

Abstract: 

The relevance of the study is determined by the need of scientificallybased programs of psychological and pedagogical support for students of general education schools under the conditions of subject oriented pre-training. The purpose of the study is to identify the peculiarities of students’ professional self-determination at the stage of completion the basic general education and preparation for subject oriented training. The hypothesis of the study – the peculiarities of professional self-determination of students at the stage of choosing the subject oriented training are determined by their ability to match their interests, knowledge and skills to certain types of professional activity, and also to the level of the formation of the value orientation systems of the individual. The sample was made of 60 students of the 8th form of the general education school (24 boys and 36 girls aged 13,5–14 years old). The following methods were used: the questionnaire “Orientation” by I. L. Solomin, the questionnaire of professional readiness by L. N. Kabardova, and the test “Value orientations of the individual” by M. Rokich. We established that students of the 8th form do not match their skills and knowledge to their interest to the types of professions where these skill and knowledge could be used. In the structure of students’ terminal values there is no clear hierarchy; in the system of instrumental values, it is expressed quite distinctly: the most impor- Акмеология образования 211 tant qualities for students are tidiness and cheerfulness, promptness, upbringing and high aspirations, the least important are: self-control, courage to take a stand, strong will. We demonstrated that the work on psychological and pedagogical support for the professional selfdetermination of students, beginning from the 8th form, should be aimed at developing their understanding of the possibilities to apply their skills and knowledge to specific types of professional activity, developing the ability to match their interests and values to selected professions and to those subjects that form the basis of their training program. The obtained results have practical importance in the planning of career-guidance work with the 8th and 9th form students in the process of their preparation for subject-oriented training in the high school.

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