Squad leader practice as a factor of university students competitiveness of psychological and pedagogical profile (on the example of the ICC “Artek”).

2020 ◽  
Vol 3 (6) ◽  
pp. 56-79
Author(s):  
Alla G. Mikhaylova ◽  
◽  
Mariya V. Kostsova ◽  
Anastasia V. Grishina ◽  
Lidiya V. Chunikhina ◽  
...  
Keyword(s):  
Professional Identity ◽  
Research Methods ◽  
Self Determination ◽  
Educational Institutions ◽  
Organizational Skills ◽  
Counseling Practice ◽  
Professional Self ◽  
Personal Qualities ◽  
High Level ◽  
Camp Counselor

Introduction: the problem investigated in this article is important for the higher education system. Therefore, the purpose of this work is to study and compare the characteristics of future psychologists and pedagogues’ competitiveness, who had the practice at the International Children's Center “Artek”. The research object is students’ competitiveness undergoing counselor practice. Subject: Differences in competitiveness among students undergoing camp counseling practice and ones without that experience. In accordance with the goal, the following tasks are set: 1. To analyze the scientific and methodological literature on the problem of competi-tiveness of students of psychological and pedagogical profile. 2. To study the theoretical aspects of professional self-determination of students. 3. To identify and compare professionally important qualities of students of psychologi-cal and pedagogical profile, having and not having a camp counselor practice, which af-fects competitiveness. 4. Determine the differences in competitiveness between students undergoing and not undergoing a camp counseling practice. 5. To develop recommendations for students of psychological and pedagogical profile, in order to increase their competitiveness. The hypothesis is that students who have experience as a camp counselor practice are more competitive in their future profession than students who do not practice in the camp. They possess the following skills: communication and organizational skills, a high level of professional identity and attractiveness of the future profession Materials and methods: to achieve the goal, theoretical research methods were used: analysis of psychological and pedagogical literature on the competitiveness problem. Research methods are the following: one of studying the attractiveness factors of a profession (proposed by V.A. Yadov, modified by N.V. Kuzmina, A.A. Rean); ones of studying the status of professional identity (A.A. Azbel, A.G. Gretsov); communicative and organizational inclinations (V.V. Sinyavsky, V.A. Fedoroshin). Mathematical methods of data processing were used: U-test of independent samples of Mann-Whitney data and Spearman's rank correlation method using the STATISTICA 6.0 software. Results: As a result of the analysis of scientific and methodological literature on the problem of competitiveness of students of psychological and pedagogical profile, it was determined that competitiveness is expressed in the successful implementation of pro-fessional activity, the ability to organizational creativity, the manifestation of initiative, and willingness to take risks in the conditions of market relations. A competitive person has a high level of professional and personal qualities with the aim of further realizing oneself in the profession. In the framework of the study, professional self-determination is considered as an independence of choice, an area of daily skillful management of mental development processes. In order for the student to become aware of himself/herself as an activity subject, a number of mental processes take place, the totality of which is defined as professional self-determination, self-awareness and self-esteem. The result of realizing oneself as an activity subject provides professionalism of a specialist who has professionally important and personal qualities. The organization of a practice-oriented direction of students by educational institutions makes it possible to apply the acquired knowledge and skills in real conditions. In the conditions of the children's camp, students of a psychological and pedagogical profile have the opportunity to start their professional activities and develop not only profes-sionally important qualities, but also qualities that allow them to overcome fears and complexes. Having experience as a camp counselor, students get the opportunity not only to establish themselves as a future professional specialist, but to find a new circle of friends as well. To compare two independent samples: group A (camp counselors), group B – students without camp counselor practice, the Mann-Whitney U test was used. Significant differ-ences were obtained for the following indicators: communicative (Uemp = 51) and or-ganizational (Uemp = 49.5) capabilities, as well as according to the criterion "Formed identity" (Uemp = 71) at (Ucr = 56-72). One negative correlation was revealed between the components of competitiveness among students of Psychology and Education Faculty: the uncertainty of professional identity and organizational capabilities of students (at r = -0.4). This relationship shows that students develop organizational skills under the condition of a formed professional identity. Discussion and Conclusions: higher educational institutions are interested in a high level of competitiveness of their students; therefore, in order to develop the necessary skills, they send students of a psychological and pedagogical profile to practice in camps for mastering camp counselor activities. Having considered the results on the example of the International Children's Center “Artek”, it is possible to recommend the compulsory practice of students of humanitarian and pedagogical directions, since this activity contributes to the formation of all the necessary qualities of a competitive specialist, and also allows to develop both professionally important qualities, and the necessary “soft skills”, which become the basis for future labor activity.

scholarly journals Role of additional education organisations and core classes in the choice of future profession: research experience

2019 ◽  
pp. 15-20
Author(s):  
Anna G. Samohvalova ◽  
Aleksandr R. Naumov ◽  
Anna V. Vorontsova
Keyword(s):  
Vocational Guidance ◽  
Self Determination ◽  
Guidance System ◽  
Research Experience ◽  
Professional Self ◽  
Personal Qualities ◽  
High Level ◽  
Additional Education

The article is devoted to presenting the experience of studying the influence of various forms of pre-vocational training on the profession choice by the Kostroma Region's first and second-year students. The article presents a description of the statistical data; options and motivation for the profession choice by young students; the role of additional education organisations in the choice of a future profession; the role of school core classes in choosing a future profession; degree of students' satisfaction with the choice of future profession.The authors come to conclusions about the late period of professional self-determination of respondents, about a rather high level of independence in professional choice; however, also about the obviously insufficient role of various forms of pre-vocational education in the process of professional self-determination. The authors note that the influence of additional education is critical to the development of various personal qualities of students, but it virtually does not affect their professional choice. The specialised classes are neither effective as atool for vocational guidance. A large proportion of respondents complain about the absence of core classes at their school, and many of those who had studied in the core class, regret that today. What the authors try to present their research as, is conclusion about the need for serious transformations in the vocational guidance system of Kostroma Region.

scholarly journals Research and assessment of the level of self-determination of the student's personality for future professional activity

2020 ◽  
Vol 210 ◽  
pp. 19031
Author(s):  
Olga Shcherbakova ◽  
Irina Sokolovskaya ◽  
Andrey Chernykh ◽  
Venera Midova
Keyword(s):  
Professional Identity ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Professional Orientation ◽  
Professional Activities ◽  
The Status ◽  
Professional Self ◽  
The Individual ◽  
High Level

Presentation of research scientists towards the study of the development potential of the individual and her professional identity; provide a description of the various types of self-determination, justifies the common and what distinguishes professional and personal identity. The authors describe a complex of research and assessment of the level of professional orientation of students and undergraduates of Plekhanov Russian University of Economics. The authors presented the author's vision of 3 blocks of psychotechnologies: teaching, developing and information and communication, the use of which in the educational process of the University, will increase the level of their professional orientation and identity. The empirical part shows the selection, methods and procedure of the process of changing professional orientation and identity, as well as the procedure for processing the data obtained. The article also presents the results of a psychodiagnostic study of professional self-determination and professional identity in students of Economics, direction, students of technical orientation in the field of IT technologies, students of psychology: after conducting classes using various psychotechnologies-the results in the group of IT students have not changed much, most students have a pronounced status of "achieved professional identity"; most psychology students have become more understanding of their professional activities-they are characterized by the status of "moratorium"; the vast majority of Economics students have shown a formed professional identity and a high level of professional readiness.

scholarly journals PSYCHOLOGICAL CHARACTERISTICS OF SCHOOL-LEAVERS’ HARDINESS AT THEIR PROFESSIONAL SELF-DETERMINATION

2016 ◽  
Vol 2 (6) ◽  
pp. 64
Author(s):  
Ingrida Baranauskienė ◽  
Liudmyla Serdiuk ◽  
Olena Chykhantsova
Keyword(s):  
Quality Of Life ◽  
Well Being ◽  
Subjective Quality ◽  
Self Determination ◽  
Psychological Characteristics ◽  
Subjective Quality Of Life ◽  
Theoretical Approaches ◽  
Professional Self ◽  
Personal Qualities

The article discusses the personal qualities of school-leavers that determine their hardiness at the stage of professional self-determination. It analyzes contemporary theoretical approaches to defining of the essence of the ‘hardiness’ concept. The factors are revealed that contribute to personal hardiness formation in the situation of professional choice. The article determines that hardiness components are related to the parameters of effective self-realization and personal subjective quality of life and hardiness is a key personality formation that mediates stress factor influence on psychological well-being and success in activities

scholarly journals Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education

2020 ◽  
Vol 22 (1) ◽  
pp. 84-112
Author(s):  
E. G. Belyakova ◽  
I. G. Zakharova
Keyword(s):  
Professional Identity ◽  
Teaching Profession ◽  
Educational Process ◽  
Self Determination ◽  
Practical Significance ◽  
Educational Trajectories ◽  
Research Procedure ◽  
Professional Self ◽  
Active Implementation

Introduction. In the context of increasing transfessionalism of labour market and growing socio-economic uncertainty, modern students, including future teachers, should not only master the chosen specialty, but also be ready for meaningful entry into the profession. This process, which does not work according to the traditional model, but implements the principles of individualisation of education, has not been studied yet in higher education. The lack of analytical information on professional self-determination implementation, what affects it and students’ perceptions of their own professionalism do not allow psychological and pedagogical preparation for the upcoming employment to be purposefully and effectively organised.Aim. The present research is aimed at identifying the general and specific characteristics of professional self-determination of students-teachers of primary courses of undergraduate studies, while their training is organised through individual educational trajectories.Methodology and research methods. The development of the research procedure was based on the provisions of the author’s concept of semantic mechanisms of professional self-determination, according to which the basic types of activity of the subject of the professional path are the design of the professional future, its active implementation and reflective understanding of experience. The diagnostic complex combined the assessment of students' professional self-determination through objective methods with the opinions of students themselves about the process of their professional development. Processing of the results included descriptive statistics procedures and data clustering using the K-means method.Results and scientific novelty. Typological groups of students are identified taking into account different indicators of professional self-determination and professional identity. It has been established that there are at least four different variants of professional self-determination in the junior years of Bachelor’s programmes in Pedagogy (“positive pedagogical identity”, “teachers making choice”, “undecided” and “non-educators”). Detailed differences between these groups are presented. The parameters of differences include the formation of a personal professional plan, an emotional attitude to the profession, degrees of conscious activity, self-esteem “I am a professional”, subjective satisfaction with professional deve lopment based on the following interconnected aspects: accepted values of teaching profession, self-efficacy in solving pedagogical problems, opportunities for self-realisation and for choosing a direction and development methods, experiencing identity, understanding of own vocation, motivation for pedagogical activity. It is noted that positive respondents’ self-identification in the teaching profession is combined with high activity in the development of pedagogical experience from various sources. It is concluded that there is the need for differentiated psychopedagogical support of students taking into account the characteristics of their professional self-determination.Practical significance. The model, previously designed by the authors to accompany professional self-determination of teachers-students, is clarified. In accordance with the results obtained, the authors make recommendations concerning the development of content and organisation of such support in the conditions of educational process individualisation.

scholarly journals Training Technologies as Means for Forming the Professional Identity of Police Officers during Professional Genesis

2020 ◽  
Vol 76 (1) ◽  
pp. 167-171
Author(s):  
O. Y. Shlomin
Keyword(s):  
Professional Identity ◽  
Police Officers ◽  
Professional Community ◽  
Psychological Theory ◽  
Educational Institutions ◽  
Professional Activities ◽  
Professional Self ◽  
Effectiveness Of Training ◽  
Training Exercises ◽  
National Police

One of the modern technologies for training and developing individuals is a variety of trainings, including professionally-oriented ones. Since the training of modern police officers in higher educational institutions with specific learning conditions should focus on professional self-development of personality, formation and development of professional identity and other necessary personal and professional qualities, the aim of the study was to identify the effectiveness of training procedures on the dynamics of professional identity. Modern concepts of professional genesis, psychological theory of activity and the concept of genetic development of personality became the methodological basis of the study. It is noted that the developed and worked out program of comprehensive training to optimize the professional genesis of the employees of preventive units of the National Police consists of three modules and allows participants to solve problems (professional and life) situations during training exercises. It was found out that the training expands the knowledge of cadets on the professional identity of police officers, helps to deepen their knowledge of the prerequisites for professional formation and development, outlines their priorities in professional activities. It is established that after the training there is a positive dynamics of growth of both the level of professional identity of cadets in the whole and its individual components. In particular, the design-behavioral and motivational-value components of professional identity have been changed, which indicates about a clearer assessment of cadets’ professional plans, as well as clarity, independence in the process of building them, the desire to remain in the profession and to be successful there. The author has noted the cadets’ need for self-realization, the conformity of their personal and life values to the values of the profession and the professional community, the value of the chosen profession for them, the established emotional attitude of cadets to the chosen police profession and to themselves as its representative. It is expedient to use the received results of the research for drawing up the programs of psychological support of police officers at various stages of the professional genesis.

scholarly journals The ways of transforming personal qualities into professional qualities in students’ of the educational organization of the system of the Ministry of Internal Affairs of Russia

2019 ◽  
Vol 2019 (2) ◽  
pp. 208-216
Author(s):  
Тамара Журавлева ◽  
Tamara Zhuravleva
Keyword(s):  
Educational Institutions ◽  
Adaptation Period ◽  
Institutions Of Higher Education ◽  
Self Assessment ◽  
Educational Organization ◽  
Self Development ◽  
Professional Self ◽  
Personal Qualities ◽  
Internal Affairs ◽  
Identification Mechanism

The article discusses the development of professional skills in students, as a condition for the training of a police officer. The research is revealed that the main contradiction of professional self-development of students of educational institutions of higher education of the system of the Ministry of Internal Affairs of Russia lays between the requirements of the profession to the specialist’ personal qualities and the level of awareness to these requirements by cadets. The pedagogical conditions for the transformation of students’ personal qualities into professional qualities are considered in the article. The students features during the adaptation period are highlighted. The possibility of the professional self-development activation is revealed not only by direct, but also by indirect influence to the students, through the formation of a sociopsychological environment, where professional self-development will be approved. It describes the identification mechanism for the readiness of students to adopt professional qualities in the educational environment through the stages of professional self-development. The main way of transforming personal qualities into professional ones is revealed - this is the formation of professional self-consciousness on the basis of an adequate self-assessment of the knowledge gained about the profession. As a result of the study, the level of professional qualities of students increased. In the described study, the following methods were used: a questionnaire survey, the «Locuscontrol» technique by j. Rotter, a comparative analysis, a content analysis.

scholarly journals Students’ Research Activity in the Context of Professional Self-Determination

2019 ◽  
Vol 8 (9) ◽  
pp. 308-312
Keyword(s):  
Professional Education ◽  
Career Guidance ◽  
Industrial Relations ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Research Activity ◽  
Living Situation ◽  
Professional Self ◽  
High Level

Introduction. The period of studying in a professional educational organization is the most important in the life of a future specialist, as it is the time when a person becomes a participant of industrial relations, forms views on the profession, changes the system of values, develops motivation for professional activity. The strengthening of social and professional responsibility of a person should be accompanied by the strengthening of an educational institution’s responsibility for the quality of training of a specialist. Researchmethodology. Professional self-determination is considered by researches both as a process, and as the result of the development of a professional, each phase (stage) of which is characterized by different content. The age of adolescence plays here an important role, as the problem of choice of a profession becomes “an affective centre of the living situation” at that exact time. Researchresults. Competitiveness of a specialist becomes one of the priorities of improving the system of professional education in Russia and the most important criterion of its quality. This competitiveness includes not only the intimate knowledge of a profession, understanding of related areas of activity, readiness to practice the chosen profession effectively on a level with the highest world standards but also a high level of social and professional self-determination of graduates, developed self-concept of an individual. Discussion. The main characteristics of self-determination as a psychological and pedagogic phenomenon are belonging to a subject, procedurality, consciousness, self-sufficiency.Conclusion. Professional self-determination is an activity of a person (a component of personal self-determination) which is carried out during social development and maturity and, if necessary, adjusted with the help of a specially organized interference – career-guidance, teaching and educational process, theoretical and practical work.

scholarly journals Peculiarities of Professional Self-Determination of Students

2021 ◽  
Vol 3 ◽  
pp. 3-10
Author(s):  
Alla Bodnar ◽  
Kateryna Rybalochka
Keyword(s):  
Decision Making ◽  
Professional Identity ◽  
International Student ◽  
Control Level ◽  
Strong Relationship ◽  
Self Determination ◽  
Additional Information ◽  
Professional Self ◽  
Additional Support

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

scholarly journals Professional self-determination theory of senior pupils in Russian psychology

2021 ◽  
pp. 187-194
Author(s):  
E. P. Shutova ◽  
A. S. Velikanova (Gerasimova)
Keyword(s):  
Professional Identity ◽  
Special Kind ◽  
Self Determination Theory ◽  
Identity Status ◽  
Self Determination ◽  
Study Results ◽  
Professional Self ◽  
The Individual ◽  
Methodological Position ◽  
Operational Component

The article analyses the psychological literature on the problem of senior pupils’ professional self-determination. The author’s theoretical and methodological position is elaborated and the results of its approbation are presented. It is shown that the available approaches can be divided into two main groups. Some researchers focus on the goal and end result of vocational self-determination, while others seek to reveal the algorithm of the process itself and/or its stages. Researchers are unanimous in their opinion that the choice of an occupation by senior pupils is the first and most responsible stage of professional self-determination for the individual as a whole. At the same time, the senior pupils’ professional self-determination concepts, which would reflect the unity of theoretical positions and methods of its study, are practically not presented in national psychology. To overcome the existing limitations, the article proposes to consider the senior pupils’ professional self-determination from the position of the activity approach as a special kind of activity with its own structure. The motivational component is the motives for choosing a career, while the operational component is the senior pupils’ professional identity status. The empirical study results of the of formation level of senior pupils’ professional self-determination are discussed on the basis of the activity methodology. 

Sign in / Sign up

Export Citation Format

Share Document