Release:2016, Vol. 2. №4
About the author:Svetlana L. Frolova, Dr. Sci. (Ped.), Professor, Department of Education Development, Social Management Academy (Moscow); firstname.lastname@example.org
The study of practical high school experience has revealed the contradiction between the necessity of the mentioned in the federal state educational standards of the students competences, expressed in the readiness for professional and personal self-development and self-improvement, high level of motivation to the profession, and the actual low level of motivation of students to obtain quality education and the reluctance of college graduates to engage in professional activities. The observed discrepancy explains the research goals: to develop and practically implement the pedagogical support system of professional ideal formation, which is a permanent motif of professional self-education, and self-improvement. The urgency of this problem is due to the orientation of the higher education system to improve the quality and level of professional training of future bachelors and masters.
The article presents a system of pedagogical support system of professional ideals formation among students in higher education and characterizes its components. The system of pedagogical support of students' professional ideal formation (proposed and tested in a number of higher educational institutions of the Russian Federation) includes the following components: the target, organizational, substantive, procedural, diagnostic and effective elements. The unity of components is provided with intra-functional links. The experiment, conducted at the universities of Moscow, Yaroslavl, Yekaterinburg, and others, has revealed the organizational and pedagogical conditions of realization of the system, such as the formation of the educational environment of the university, the integration of the participants of educational relations in the ideological, targeted, meaningful and activity levels; subject-subject communication and interaction, ranked on the basis of value-reflexive dialogue. Every pedagogical system is provided with teaching resources, with the following in the case of our experiment: educational text space, educational-methodical complexes of university disciplines, a set of psychological and pedagogical methods of diagnosis and reflexive levels of formation of professional ideals. The experiment revealed the criteria, indicators and levels of formation of professional ideals and justify the urgency of the problem of formation of professional ideals of the students, as a highly professional ideal is not only an effective motive for self-improvement, but also an indicator of the sustainability of professional identity, aimed at the creative transformation of themselves and their profession.