scholarly journals SEARCHING FOR WAYS OF PROFESSIONAL SELF-DETERMINATION OF STUDENTS WHEN INTERACTING WITH A PEDAGOGICAL UNIVERSITY

2021 ◽  
Vol 35 (1) ◽  
pp. 14-21
Author(s):  
Liudmila V. Semenova ◽  
◽  
Valentina A. Osnovina ◽  
Marina M. Shubovich ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Self Determination ◽  
Educational Standard ◽  
Network Interaction ◽  
State Pedagogical ◽  
Professional Self ◽  
Summer Schools ◽  
State Educational ◽  
Partner Schools

The article reveals the problem of professional self-determination of students in the conditions of network interaction with a pedagogical university when implementing the specialised training in accordance with the requirements of the State Educational Standard of Secondary General Education. The article presents the system of work of summer schools, specialised schools, Academies for children, which are complementary to the training profiles implemented in partner schools (technological, natural-scientific, humanitarian, socio– economic, universal). The article analyses the system of professional self-determination of students, implemented at the Ulyanovsk State Pedagogical University named after I.N. Ulyanov, in the context of network interaction with partner schools of the distributed lyceum. Monitoring procedures for identifying and evaluating the effectiveness of the network interaction of partner schools of the distributed lyceum within the framework of the project became the research methods. The planned result is a positive dynamics of graduates of specialised classes of partner schools of the distributed lyceum, who have decided to become future teachers.

scholarly journals The Formation of the Subjectivity of Schoolchildren on the Way of their Professional Self-Determination: Collaboration of School and University

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
N. E. Serebrovskaya ◽  
I. S. Kohergina
Keyword(s):  
General Education ◽  
Personal Development ◽  
Self Regulation ◽  
Personal Characteristic ◽  
Point Of View ◽  
Self Determination ◽  
Educational Activity ◽  
The Future ◽  
Professional Self

Introduction. The interest of the scientific community in the issue of ontogeny of subjectivity in the era of changes in all spheres of life, the reform of national education associated with the digitalization of education and other challenges is growing again. The problem of psychological support for the formation of subjectivity during the period of study at school is of particular relevance. It is subjectivity that is an integrative characteristic of a student's personality associated with transformative activity and the achievement of one's own goals. Subjectivity determines how a person interacts with the surrounding world and people, how he defends his position in interaction with people and society as a whole. The personal and professional choice of a student is associated with the ability to understand and model possible alternatives to his life path and to be responsible for the results. In primary school age, there are personal prerequisites for the development of subjectivity. The components of subjectivity in the structure of a student's personality are his features, such as the presence of an educational and professional motive, a motive for achievement and development, responsibility for one's actions and decisions, the ability to control oneself in a variety of situations, including difficult life situations, and an active behavioral position. School education, which includes not only the pedagogical influence on the student, but also his subjective educational activity, involving his active participation in building his own personality, is precisely the space that bears a great semantic and functional load from the point of view of the formation and development of intrapersonal mechanisms and formations. The creation of "correct", creative conditions for the education and development of a child in the process of schooling is a significant moment in the work on the formation of his subjectivity, including in relation to the choice of a professional path. The work on the formation of the subjectivity of schoolchildren in the field of modern general education is becoming an important and responsible task from the point of view of the development of a full-fledged personality and the future professional self-determination of school graduates.Materials and Methods. The article is an analytical review with elements of a pact research, where an attempt was made to systematize scientific psychological and pedagogical knowledge on the problem of the formation of subjectivity during the period of schooling. To study this personal characteristic, we conducted a theoretical and empirical study. The formation of subjectivity is due to the development of self-awareness and the motivational-semantic sphere of the individual. The most important, from our point of view, are such criteria for the development of subjectivity in a student as motivational indicators, the ability to reflect, the nature of interaction with adults, and the level of self-regulation. In accordance with the criterion-level approach, we identified three levels of development of the subjectivity of schoolchildren: low, medium and high.Results. All selected and studied by us criteria of subjectivity of primary and secondary schoolchildren are in the stage of active formation. That is why this study is of a trial, pilot nature. The data we have obtained demonstrate only the existing trend in relation to the personal development of children at certain stages of schooling. That is why the above mentioned criteria for the development of the subjectivity of schoolchildren need further study, and their typology needs additional refinement.Discussions and Conclusions. The conclusion is substantiated that the above mentioned criteria for the development of the subjectivity of schoolchildren need further study, and their typology needs additional refinement, which is a promising direction for further theoretical and empirical research. The work on the formation of the subjectivity of schoolchildren in the field of modern general education is becoming an important and responsible task from the point of view of the development of a full-fledged personality and the future professional self-determination of school graduates. Based on the results of the study, we consider it necessary to create meaningful and systemic conditions conducive to the development of the child's ability to subjective activity, awareness of himself and his life. The conditions are listed, that allow the development of the child's internal potential as a subject of his own activity in various aspects, not only educational, but also extracurricular, conducive to creative activity and self-development.

scholarly journals COMPONENTS OF PROFESSIONAL SELF-DETERMINATION OF A PEDAGOGICAL UNIVERSITY STUDENT

2020 ◽  
pp. 36-47
Author(s):  
Светлана Ивановна Поздеева ◽  
Светлана Васильевна Шаляпина
Keyword(s):  
Self Determination ◽  
First Year ◽  
Prospective Students ◽  
First Year Students ◽  
Young Females ◽  
State Pedagogical ◽  
Professional Self ◽  
Student Questioning ◽  
Educational Migration

Представлено исследование мотивов и факторов профессионального выбора как одной из характеристик профессионального самоопределения студенческой молодежи. Материалом послужили исследования 1990-х гг. ученых Е. А. Климова, Н. В. Кузьминой, В. А. Сластенина, Г. Н. Пашкевич и проведенное авторами в октябре 2019 г. анкетирование студентов 1-го курса Томского государственного педагогического университета. Исследование проводилось на основе теоретических (анализ научной литературы и статистических данных приемной кампании 2019 г.) и эмпирических (анкетирование студентов) методов. Цель статьи – представить педагогическому сообществу факторы, влияющие на профессиональный выбор студентов-первокурсников, ставших участниками исследования 2019 г., в сравнении с исследованиями в этой области периода 1990-х гг. Были сделаны следующие выводы: получение педагогической профессии остается наиболее привлекательным для девушек; сохраняется внутригосударственная и международная образовательная миграция абитуриентов; довузовский педагогический опыт помогает сделать осознанный выбор направления подготовки в педагогическом вузе; у современных студентов-первокурсников присутствуют внутренние мотивы, но преобладают положительные внешние. По сравнению с исследованиями В. А. Сластенина, увеличился процент студентов, которые отнесли к факторам, повлиявшим на выбор педагогического вуза, факторы «желание получить высшее образование» и «так сложились обстоятельства», что дает основание говорить об актуальности содействия в профессиональном самоопределении студентов в период обучения в вузе. The article presents a look into the motives and factors of the professional choice as one of the characteristics of students’ professional self-determination. Material for this research was obtained from researches of the 1990s by the scientists E. A. Klimova, N. V. Kuzmina, V. A. Slastyonin, G. N. Pashkevich and from questionnaires of first-year students at Tomsk State Pedagogical University in October, 2019. The research was carried out by means of theoretical methods (analysis of the scientific literature and statistical data of the 2019 admission campaign) and empirical methods (student questioning). This article is compiled to reveal to the pedagogical alumni the factors influencing the professional choice of first-year students who became the participants of the research in 2019 with comparison to researches of such type carried out in the 1990s. As a result of this research the following conclusions were drawn: obtaining a pedagogical profession is the most attractive for young females; inner-state and international educational migration of prospective students remain; the pedagogical experience prospective students have before they enter a university help them to realize what major to choose at a pedagogical university; contemporary first-year students have intrinsic motives, but have more extrinsic motives. Comparing with researches by V. A. Slastyonin of the 1990s there increased the per cent of students who put forward as the factors that influenced their choice of a pedagogical university such factors as that of willing to get higher education and that of circumstances, these results allow to confirm current necessity to help students with their professional self-determination while they study at a university.

Boosting Development Potential of Subject-Oriented Education and How It Helps Learners to Master Core Competencies in the Context of Transition to FSES

10.12737/7818 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 55-60
Author(s):  
Новикова ◽  
Svetlana Novikova ◽  
Красношлыкова ◽  
Olga Krasnoshlykova
Keyword(s):  
Core Competencies ◽  
Practical Experience ◽  
Educational Process ◽  
Self Determination ◽  
Federal State ◽  
Training Outcomes ◽  
Educational Standard ◽  
State Educational ◽  
Further Development

Practical experience, gained through experimenting in the Kemerovo Region, is presented. The paper concerns prospects for further development of subject-oriented training under the conditions of transition to the Federal State Educational Standard; discusses some issues, related to arrangement of an educational process, vocational self-determination of younger learners, as well as the system of assessing Portfolio-based training outcomes.

scholarly journals CONTENT OF ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS IN THE PROCESS OF CONTRIBUTING TO STUDENTS’ PROFESSIONAL SELF-DETERMINATION (USING THE EXAMPLE OF A PEDAGOGICAL UNIVERSITY)

2021 ◽  
pp. 17-23
Author(s):  
Светлана Васильевна Шаляпина
Keyword(s):  
Educational Institution ◽  
Point Of View ◽  
Self Determination ◽  
Federal State ◽  
University Graduates ◽  
Organizational Conditions ◽  
State Pedagogical ◽  
Professional Self ◽  
Definition Of

Введение. В условиях быстрых изменений в общественной и профессиональной сфере актуальным становится вопрос о том, как организовывать процесс профессионального самоопределения и эффективного трудоустройства выпускников вузов. В этой связи рассмотрено содержание организационно-педагогических условий содействия профессиональному самоопределению студентов педагогического вуза. Цель – поиск и определение содержания организационно-педагогических условий содействия профессиональному самоопределению студентов педагогического вуза. Материал и методы. Использованы теоретические (изучение, анализ, обобщение литературы, изучение статистических данных, моделирование) и эмпирические (анкетирование, опрос, апробация) методы исследования. Обоснование комплекса условий строится на основе эмпирического обобщения деятельности центра содействия занятости студентов. Обзор литературы. Представлены подходы современных исследователей к дефиниции «организационно-педагогические условия». Выделена группа ученых, рассматривающих организационно-педагогические условия как совокупность факторов. Описана позиция исследователей, считающих, что организационно-педагогические условия – это комплекс каких-либо мероприятий. Отдельно проанализированы научно-исследовательские работы ученых, считающих, что в дефиниции «организационно-педагогические условия» выделяются две смысловые составляющие: организационные условия и педагогические условия. Результаты и обсуждение. На основе анализа литературы и обобщения эмпирического опыта уточнено, что под организационными условиями в работе будут пониматься факторы, которые обеспечивают управление процессом, а под педагогическими – факторы, включающие в себя содержание, методы, приемы, формы обучения, воспитания, обеспечивающие достижение педагогических целей. При этом объединение организационных и педагогических условий в один комплекс, подчиненный общей цели, будет являться организационно-педагогическими условиями. На основе этого на базе Томского государственного педагогического университета определен и апробирован комплекс организационно-педагогических условий содействия профессиональному самоопределению студентов. Заключение. Предложено уточненное определение организационно-педагогических условий содействия профессиональному самоопределению обучающихся педагогического вуза, в том числе студентов с низкой мотивацией на педагогическую профессию, которое может быть использовано в качестве основы для деятельности вузовских центров по трудоустройству выпускников. Introduction. Under rapid changes in social and professional spheres urgent appears the question of organizing the process of professional self-determination and effective employment of university graduates. In connection with it, the article will cover the content of organizational and pedagogical conditions in the process of contributing to the professional self-determination of students of a pedagogical university. Aim – to search for and define the content of organizational and pedagogical conditions contributing to the professional self-determination of students of a pedagogical university. Material and methods. Such methods of analysis as theoretical methods (analyzing and summarizing what is in literature, analyzing statistical data, modelling) and empirical methods (using surveys, questioning, testing) were applied. Stating the set of conditions is based on summarizing empirically the activities of the center for students’ employment. Modern researchers’ approaches to defining “organizational and pedagogical conditions” are presented. Apart from others is the group of researchers analyzing organizational and pedagogical conditions as a set of factors. Also, the article reveals the point of view of researchers who think that organizational and pedagogical conditions are a set of some schemes. Separately we analyze research works by scientists who think that in the definition of “organizational and pedagogical conditions” there are two sensible components: organizational conditions and pedagogical conditions. Results and discussion. Analyzing issues and summarizing empirical experience, it was specified that under organizational conditions we will mean factors that guarantee controlling the process and pedagogical conditions will be understood as factors including content, methods, means, forms of teaching, upbringing that provide achieving pedagogical goals. In such a case, putting together organizational conditions and pedagogical conditions into one set used for achieving one mutual goal will result in organizational and pedagogical conditions together. On the basis of it in Federal State Budgetary Educational Institution of Higher Education “Tomsk State Pedagogical University” we made up and tested a set of organizational and pedagogical conditions contributing to students’ professional self-determination. Conclusion. There has been put forward the definition of organizational and pedagogical conditions contributing to the professional self-determination of students of a pedagogical university, including students with low motivation for pedagogical profession, that can be used as a basis for the activities of university centers for students’ employment.

Actual Problems of Professional Self-Determination of Upper-Form Pupils

2017 ◽  
Vol 5 (3) ◽  
pp. 30-34
Author(s):  
Высоцкий ◽  
V. Vysockiy
Keyword(s):  
Social Protection ◽  
The State ◽  
Self Determination ◽  
Existing Problems ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Professional Self ◽  
State Educational ◽  
Education And Society

The article discusses the issues of assistance in professional self-determination of upper-form pupils. The problems existing in education and society are described. A positive world experience of promoting the professional choice of students is indicated. The importance of systemic organization of this with the involvement of all subjects work is emphasized: the state, state educational organizations and social protection organizations, as well as non-governmental organizations, the family and the student himself. There is an inadequate participation of the state in the process. The importance of strengthening its role is explained. The author offers solutions to the existing problems of professional self-determination of upper-form pupils.

Didactics of primary education

2021 ◽  
Author(s):  
Anna Voroncova ◽  
Tat'yana Sutyagina ◽  
Oksana Pavlova ◽  
Elena Tihomirova ◽  
Anna Samohvalova ◽  
...  
Keyword(s):  
General Education ◽  
Primary Education ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Learning Activity ◽  
Federal State ◽  
Technology Project ◽  
Project Method ◽  
Educational Standard ◽  
State Educational

The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".

Scientific and Methodological Approaches to Creating a System of Pedagogical Diagnostics of the Level of Training and Development of Primary School Graduates

2021 ◽  
pp. 10-14
Author(s):  
Marina Kuznetsova ◽  
Natalya Vinogradova
Keyword(s):  
General Education ◽  
Training And Development ◽  
Federal State ◽  
Educational Standard ◽  
Initial Stage ◽  
Development Goals ◽  
Methodological Approaches ◽  
Level Of Training ◽  
The Individual ◽  
State Educational

The article discusses the problem of obtaining reliable information about the level of educational achievements of junior schoolchildren during their transition to the next stage of school education. The implementation of the development goals of students at the initial stage of schooling, set by the Federal State Educational Standard of Primary General Education, requires pedagogical diagnostics, which makes it possible to establish the cause of the difficulties that children have in the course of studying various subjects. This ensures the timely intervention of the teacher in the learning process to provide each younger student with pedagogical assistance and support, which makes it possible to eliminate the individual difficulties that arise in him.

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