Professional Self-Determination of Students — the Future Teachers in the Context of Meaning Forming

About the author:

Eugenia G. Belyakova, Dr Sci. (Ped.), Professor, Academic Department of Methodogy and Theory of Social and Pedagogical Research, Tyumen State University; b-evgenia@yandex.ru

Abstract:

The article considers the problem of the professional development of students — future teachers — and explains the semantic interdependence of nature and the nature of the activity of professional self-determination. The significance of professional identity is presented as a professional development criterion. In reliance to the mechanisms of meaning, the approach to designing professional self-development of students disclosed. The conducted empirical study allowed to obtain the data on the problems in the formation of identity of students — future teachers. As a result, the phenomenon of “deferred professional maturation” was recognized, which is connected to insufficient professional experience during high school training.

As a way of resolving the contradiction between the modern conditions of high school training (which is still based on theoretical knowledge of students for the most part) and the need for professional self-determination, the article proposes guidelines for the development of systemic support for their professional development, including three inter-related aspects. Firstly, one needs a meaningful prospect of professional self-development, which can be realized through a designation of one’s professional future. Secondly, active environment is required for the realization of professional development plan that can be implemented in the context of university educational process in classroom forms and traineeship. Thirdly, student activities must be specially organized, which would implement the connection with the environment by means of professional self-development of individual routes.

References:

1. Bordovskaya N. V. 2012. “Professionalno-lichnostnoe razvitie budushchego spetsialista kak psikhologo-pedagogicheskaya problema” [Professional-Personal Development of the Future Specialist as a Psychological and Pedagogical Problem]. Izvestia: Herzen University Journal of Humanities & Sciences. Psychological and Pedagogical Sciences, no 145, pp. 28-43.
2. Chistyakova S. N., Rodichev N. F. 2011. “Problema formirovaniya gotovnosti podrostkov k proektirovaniyu obrazovatelno-professionalnogo marshruta v kontekste kompetentnostnogo podkhoda” [The Problem of Formation of Readiness of Teenagers to the Forming Their Educational and Professional Route in the Context of the Competency Approach]. Pedagogical Education in Russia, no 5, pp. 129-135.
3. Ginzburg M. R. 1996. “Psikhologiya lichnostnogo samoopredeleniya” [The Psychology of Personal Determination]. Dr. Sci. (Psychol.) diss. Abstract. Moscow.
4. Glukhanyuk N. S. 2003. “Psikhologiya subyektnoy professionalizatsii pedagoga” [Psychology of Subjective Professionalization of a Teacher]. Obrazovanie i nauka, no 5 (23), pp. 64-79.
5. Ismagilova I. V. 2006. “Formirovanie smyslo-tsennostnykh osnov professionalnogo samoopredeleniya studentov SSUZa” [Formation of Meaning-Value Bases of Professional Self-Determination of Students of Specialized Secondary Schools]. Cand. Sci. (Ped.) diss. abstract. Tyumen.
6. Kochneva Ye. M. 2013. Kontseptualnye osnovy podgotovki studentov k proektirovaniyu budushchey professionalnoy deyatelnosti [Conceptual Bases of Preparation of Students to Forming Their Future Professional Activity]. Nizhny Novgorod: Minin University.
7. Lebedeva Ye. V., Surnina O. Ye. 2014. “Osobennosti sobytiynoy struktury zhiznennogo puti studentov v usloviyakh sovremennosti” [Features of the Structure of Event Way of Life of Students in Modern Conditions]. Pedagogical Education in Russia, no 2, pp. 109-113.
8. Lyaudis V. Ya. 1990. “Struktura produktivnogo uchebnogo vzaimodeystviya” [Structure of Productive Educational Interaction]. In: Psikhologo-pedagogicheskie problemy vzaimodeystviya uchitelya i uchashchikhsya, pp. 37-52. Moscow: Prosveshchenie.
9. Malkova I. Yu. 2007. “Tsennostnye osnovaniya proektirovaniya v vysshey shkole” [Valuable Bases of Design in High School]. Tomsk State Pedagogical University Bulletin. Pedagogy, no 7 (70), pp. 11-13.
10. Rodygina I. S. 2007. “Psikhologicheskie osobennosti professionalnoy identichnosti studentov” [Psychological Features of Professional Identity of Students]. Psychological Science and Education, no 4, pp. 39-51.
11. Sergeev N. K., Serikov V. V. 2012. “Priroda pedagogicheskoy deyatelnosti i subektnyy mir uchitelya” [Nature Pedagogical Activity and the Subjective World of the Teacher]. Chelovek i obrazovanie, no 1 (30), pp. 4-8.
12. Shlyapina S. F. 2006. “Formirovanie professionalnogo samoopredeleniya studentov vuza” [Formation of Professional Self-Determination of Students of High School]. Tyumen State University Herald, no 7, pp. 198-202.
13. The Ministry of Education and Science of the Russian Federation. “Professionalnyy standart pedagoga (proekt)” [Professional Teacher Standards (Draft)]. http://минобрнауки.рф/документы/3071
14. The Ministry of Education and Science of the Russian Federation. “Proekt po modernizatsii pedagogicheskogo obrazovaniya na sayte Minobrnauki RF” [The Project on Modernization of Teacher Education on the Website of Ministry of Education of the Russian Federation]. http://минобрнауки.рф/проекты/модернизация-педагогического-образования
15. Zagvyazinskiy V. I., Plotnikov L. D., Volosnikova L. M. 2013. “Pedagogicheskoe obrazovanie v Rossii i strategiya ego vozmozhnogo razvitiya” [Teacher Education in Russia and Its Possible Development Strategy]. Obrazovanie i nauka, no 4, pp. 3-18.
16. Zeer E. F., Symanyuk E. E. 2014. “Teoretiko-prikladnye osnovaniya prognozirovaniya professionalnogo budushchego cheloveka” [Theoretical and Applied Foundations for Prediction of Person’s Professional Future]. Fundamental Research, no 9, pp. 1863-1869.