The process of formation of professional orientation of future specialists

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National University of Life and Environmental Sciences of Ukraine

The process of formation of professional orientation of future specialists

Well-planned and well-organized professional orientation in future specialists in the learning process is increasingly important to improve career skills of young people.

ПОНОМАРЕНКО О.

Національний університет біоресурсів та природокористування України, м. Київ

ПРОЦЕС ФОРМУВАННЯ ПРОФЕСІЙНОЇ СПРЯМОВАНОСТІ У МАЙБУТНІХ СПЕЦІАЛІСТІВ

Протягом навчання під впливом педагогічних дисциплін, участі в суспільному житті молодь розвивається і формує свою професійну орієнтацію. Професійна орієнтація особистості виражає позитивне ставлення до професії, схильність і інтерес до неї, прагнення підвищити свою підготовку, задовольнити матеріальні і духовні потреби, зайнятися роботою в галузі своєї вподобаної професії. Професійна орієнтація передбачає розуміння і внутрішнє сприйняття цілей і завдань професійної діяльності, інтересів, включаючи ідеали, погляди, переконання. Всі ці особливості і складові професійної орієнтації служать індикаторами її рівня розвитку і професійного становлення молоді, що характеризується стійкістю (нестабільністю), переважанням соціальних або особистих мотивів, з далекою або близькою перспективою. Формувати професійну орієнтацію у молоді - це означає зміцнити в них позитивне ставлення до майбутньої професії, розвинути інтерес, здібності до неї, прагнення до підвищення їх кваліфікації після закінчення навчання, постійне залучення до обраного виду професійної роботи, розвиток поглядів, переконань, розкриття престижу професії в очах майбутнього фахівця.

Introduction

Without any doubt, it is very important to prepare a qualified specialist. Every person during own life's determination constantly has to make decisions. The problem of making a decision is not always an easy task, because often the well-being of a person depends on the right choice, and sometimes his fate. The choice of profession determines the success of a professional and life career. At work, a person finds friends with similar interests, life experiences. And if she fails to find herself in the profession, is unhappy with her results, she will not feel comfortable. Therefore, needs of young people for professional self-determination, psychological support in the process of overcoming the difficulties of professional life, conflicts, job dissatisfaction, professional fatigue; loss of ability to work - all these socially and personally significant problems that need to be solved.

During their studies, under the influence of teaching disciplines, participation in public life, young people develop and form a professional orientation of the individual, that is, a personal focus on the application of their knowledge, experience and abilities in the field of the chosen profession. The professional orientation of the individual expresses positive attitudes towards the profession, inclination and interest in it, the desire to improve their training, to meet the material and spiritual needs, engaging in work in the field of their profession. Professional orientation presupposes an understanding and internal acceptance of the goals and objectives of the professional activity, interests, it includes ideals, attitudes, beliefs, attitudes. All these features and components of a professional orientation serve as indicators of its level of development and formation in young people, characterized by stability (instability), the predominance of social or personal motives, with a distant or close perspective. To form a professional orientation in young students - this means strengthening in them a positive attitude towards the future profession, interest, inclinations and abilities to it, striving to improve their qualifications after graduation, to meet their basic material and spiritual needs, constantly engaging in the chosen type of professional work, develop the views, beliefs, prestige of the profession in the eyes of a future specialist (Nagorniy, 2005).

Positive changes in the content of professional orientation are that the motives associated with the future profession are growing: the desire to perform their business duties well, to show themselves to be knowledgeable, skilled specialists, there are growing attempts to successfully solve complex educational issues, tasks, a sense of responsibility, a desire to succeed at work. Along with the development, the attitude towards public duty, towards oneself, towards one's aspirations, feelings, changes the content of professional motives: some are assessed as significant, others as undesirable.

Purpose. The article aims to reveal the main aspects of the development of professional orientation with the implementation of modern educational technologies in the studying process.

The problems of professional orientation of the individual in pedagogy and psychology are devoted to theoretical and practical research of leading scientists: A. O. Verbitsky, O.B. Kaganova, V.V. Krevnevich, N.V. Kuzmina, A.P. Seiteshev, V. O. Slastonina, N.F.Talyzina, M.H. Titmy and others. The study of various aspects of professional orientation involved such scientists as: P. Candy, B. Holmes and others.

A systematic approach to the formation of professional education of future specialists will cover all areas of the pedagogical process: from the definition and awareness by subjects of pedagogical interaction of learning objectives, selection and structuring of content in accordance with the developed professional capabilities of students, the optimal use of teaching methods in conditions of student psychologically favorable educational and cognitive activity of student's environment and testing the effectiveness of the developed pedagogical systems (National Conversation...).

Results

It should be noted that the search for a systematic support for enhancing learning is relevant, where principles, factors, ways and conditions for the formation of the professional orientation of future specialists are combined in a dialectical relationship. It has been established that the activity of a person and her conscious purposeful activity are interconnected. As an important essential characteristic of a personality, it manifests itself in various spheres of activity - labor, socio-political, educational and cognitive, and is its qualitative characteristic (Life long ...).

In our opinion, the formation of the professional orientation of future specialists should be based on the implementation of general didactic principles and concretized by specific principles of activating training, which include: the problem principle; principle of pedagogical stimulation; principle of optimality; principle of orientation to future professional activities; principle of dynamism. Revealed and scientifically substantiated that the professional orientation of future teachers is implemented through the following main didactic ways: based on the innate need for information; using pedagogical incentives; through motive interest; on the basis of solving problems posed "externally"; in the creative solution of their own problems. It has been established that the reproductive activity of a student is formed, in general, through pedagogical stimulation of his activity. The realization of activity through a motive-interest can be both reproductive and productive - it all depends on the degree of formation of interest in learning the student. Formation of productive activity of students mainly takes place by solving problems posed "from the outside". professional educational youth

Conclusion

The process of forming a professional orientation is determined by the students' personal interest, the level of their cognitive motivation, is a dynamic property of an individual, the process of formation of which can be controlled by purposefully organizing the educational process.

Thus, it is necessary for professional orientation to fulfill several functions at once: to bind personal and professionally significant personal characteristics; acted simultaneously as a motive and regulator of professional actions; guided the pleasure of leading needs and interests of the individual.

References

1. Candy, P. (1991). Self-direction for lifelong learning: a comprehensive guide to theory and practice. Collections of Scientific Papers (p. 13). San Francisco: Jossey Bas.

2. Holmes, B. (1981). Comparative education: some considerations of method: collections of Scientific Papers, George Alien and Unwin.

3. Life long learning program. Good guidance. Retrieved from www.1edu.infohttp://www.goodguidance.eu/.

4. Nagorny, B. G. (2005). Studentship and Participation: collections of Scientific Papers. Kyiv: Aristey.

5. National Conversation about Personalised Learning. Retrieved from http://www.standards.dfes.gov.uk/ts/.

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