Institute of System Automation, Information Technologies and Entrepreneurship. In the darkness

The relevance of research. In modern conditions, education is considered as a sociocultural process in which the formation of a worldview and the development of an individual’s life position, value transformations occur, methods of activity are developed that contribute to the formation of a system of life orientations for schoolchildren, and professional and social prospects for personal development are determined.

Increasing interest in the problem of professional self-determination of an individual as a process of choosing a profession and self-realization in it is due to a practical demand formed in the conditions of economic transformations taking place in our country. The turn of Russian education towards personal and professional development in the context of school education has raised the fundamental question of the diversified development of the student’s personality. At the same time, a very important aspect was determined - the schoolchild was assigned the status of a subject of education and his own life, possessing individuality, the right to choose, reflection, and self-actualization.

In the context of modernization of the national education system, one of the most important tasks of an educational institution is the creation of optimal conditions for the professional self-determination of an individual who is able to live fruitfully in modern society and transform it, independently make the right, vital decisions, and positively self-realize in the main areas of life, including professional.

The system-forming factor of personal self-determination is professional self-determination, understood in pedagogical science as the process of formation by an individual of his attitude to the professional work environment (E.A. Klimov). This long process of coordinating intrapersonal and socio-professional needs 4 occurs throughout the entire life and professional path. The effectiveness of professional self-determination of an individual depends on the nature of the pedagogical support of this process, the management of this process, that is, the creation of optimal conditions for independent, conscious choice by schoolchildren of future professional activities.

The period of choosing a profession falls on high school age. It is characterized by self-actualization, making responsible decisions that determine the entire future life of a person. And this is the most important basis for students’ informed choice of quality education that meets their needs and abilities, personal development trajectory, priorities in the professional sphere, value orientations and individually expressed goals. This is due to the fact that the need for self-determination is a central point in the social situation of development of high school students (L.I. Bozhovich, I.S. Kon, E.A. Klimov, D.I. Feldshtein, D.B. Elkonin, etc. ).

Currently, the choice of a future profession and professional self-determination of schoolchildren occurs in an unstable situation in the Russian and global economy. The uncertainty of the prospects for the social development of society and material difficulties lead to the fact that many young people look to the future with anxiety and apprehension and are unable to independently make a decision about their future or make an independent professional choice. In this regard, the problem of managing the professional self-determination of high school students, psychological and pedagogical support in the process of forming an adequate choice of a professional path, as well as the needs of society is now becoming particularly relevant.

The degree of development of the problem.

The problem of professional self-determination is complex and multifaceted. It is structured at philosophical, sociological, psychological and pedagogical levels. Various aspects of the problem of professional self-determination of the individual have been studied by scientists over a number of stages in the development of pedagogical science. Thus, the psychological and pedagogical foundations of personality development are covered in the works of B.G. Ananyeva, A.G. Asmolova, A.A. Bodaleva, L.I. Bozhovich, E.V. Bondarevskaya, B.Z. Vulfova, I.B. Kotova, A.B. Petrovsky, G.N. Filonova and others.

Various aspects of social and socio-pedagogical activities of an educational institution are considered in the works of N.E. Beketova, V.G. Bocharova, M.A. Galaguzova, V.N. Gurova, A.B. Mudrika et al.

The philosophical aspects of the theory of self-determination are deeply reflected in the works of J1.M. Arkhangelsky, L.P. Buevoy, O.G. Drobnitsky, N.D. Zotova, E.V. Ilyenkova and others, who call the moral responsibility of the individual a systematizing property of self-determination.

From a sociological perspective, the concept of “self-determination” is considered in the context of the social development of the individual, his entry into various social spheres, the development of certain norms, values, attitudes accepted in society (M.V. Batyreva, O.I. Karpukhin, I.S. Kon , E.A. Latukha, T.V. Masharova, A.B. Mironov, I.V. Shiryaeva, etc.).

In psychological and pedagogical science, professional self-determination is considered in close connection with the general process of self-determination and self-realization of the individual (K.A. Abulkhanova-Slavskaya, A.B. Batarshev, V.P. Bondarev, E.M. Borisova, L.S. Vygotsky, M. R. Ginzburg, N.P. Kapustin, A.N. Leontyev, S.L. Rubinstein, V.F. Safin, D.I. Feldshtein, etc.).

Professional self-determination as a process of assimilation of social roles in the process of socialization was also considered by A.G. Asmolov, T.P. Ekimova, N.E. Kasatkina, E.A. Klimov, I.S. Kohn, T.V. Kudryavtsev, N.S. Pryazhnikov, T.V. Rogacheva, E.V. Titov, S.N. Chistyakova, P.A. Shavir and others.

The study of issues of professional choice, professional suitability, professional selection, personality traits formed in the process of professional self-determination and development was carried out by such authors as E.M. Borisova, A.M.Gazieva, E.S.Zasypkina, E.A. Klimov, L.A. Kravchuk, I.I. Legostaev, S.A. Sidorenko and others. The problems of choosing a profession by high school students are reflected in the studies of A.E. Golonshtok, E.A. Klimova, I.V.Merzlyakova, V.A. Polyakov, N.A. Sukhanova, S.V. Frolova, S.N. Chistyakova and others.

The study of managing professional self-determination of an individual in the form of managerial support is reflected in the scientific works of L.P. Burtseva, E.S. Zueva, L.V. Kondratenko, N.V. Kustova, L.M. Mitina, V.L. Savinykh, A.N.Chistyakova.

Theoretical and empirical studies of the issues of professional self-determination of high school students show that the formation and development of the most important qualities and value orientations associated with the further method of obtaining an education and future profession focuses on specialized training, which, in the process of professional orientation of schoolchildren, creates conditions for the formation of independent, informed choice schoolchildren's future professional activities. That is, specialized training as a pedagogical means, on the one hand, affects the mental formations of the personality of its participants, and, on the other, influencing the social environment (in the framework of our study, the educational environment), creates pedagogical conditions for professional self-determination.

One of the key ideas of specialized education is the development of an individual educational trajectory, since it is aimed at pedagogical support of the student’s individuality, development of his intellectual and emotional-volitional spheres, stimulation of creativity and spirituality in the educational environment.

The individual educational trajectory of a person involves taking into account 7 psychophysiological capabilities of a high school student and resources for mastering educational fields.

In the pedagogical literature, the main approaches to organizing specialized education at school are actively studied (L.K. Artemova, T.P. Afanasyeva, S.G. Bronevshchuk, S.S. Kravtsov, P.S. Lerner, N.V. Nemova, T.G. Novikova, E.E. Fedotova). The works of G.V. are devoted to didactic and methodological support of specialized training. Dorofeeva, T.A. Kozlova, T.M. Matveeva, N.F. Rodicheva, A.M. Shamaeva. Some generalizations and methodological recommendations for the practical implementation of specialized training are presented in the works of O.G. Andriyanova, E.V. Voronina, G.M. Kuleshova, S.A. Pisareva, S.N. Chistyakova and others. However, in all these works, specialized education is considered as a separate, isolated object, outside the context of managing the professional self-determination of senior schoolchildren. In this regard, the problem of organizing professional self-determination of high school students in the conditions of specialized education is of scientific and practical interest.

A huge information flow often not only does not help a high school student when choosing a profession, but also leads him into a state of confusion and uncertainty. In such a situation, it is necessary to identify and create conditions that determine the effectiveness of professional self-determination of high school students in the process of specialized education.

At the same time, as our theoretical analysis shows, a large number of scientific works, which reveal certain aspects of the problem of psychological and pedagogical support and assistance in vocational guidance for senior schoolchildren, do not provide teachers with a clear and holistic understanding of the essence and conditions for effective management of the process of professional development. self-determination of high school students.

This circumstance is confirmed by a number of contradictions between: the social need for the formation of the process of professional self-determination of high school students and the imperfection of the system of career guidance in the educational process of secondary schools; the existing potential of psychological and pedagogical means of managing the professional self-determination of an individual and the insufficient scientific, theoretical and practical development of the system of his pedagogical support in a secondary school; the need for an extensive and effective system of professional self-determination for high school students and the need to improve the educational activities of secondary schools in this direction;

The need to improve the quality of psychological and pedagogical support for professional self-determination of high school students and the insufficient development of means for activating this process.

These contradictions determined the research problem, which consists in the need for a scientifically based determination of the mechanisms of the process of professional self-determination of high school students on the basis of improving the educational, developmental, educational, stimulating aspects of specialized training in the pedagogical process of secondary schools.

The sociocultural, psychological and pedagogical significance and insufficient development of the theoretical and methodological foundations of professional self-determination of high school students in the process of specialized education, which makes it possible to give this process a personally developing orientation and axiological vectors of functioning, determined the choice of the research topic “Professional self-determination of high school students in the pedagogical process of a comprehensive school.”

The purpose of the study: to develop the theoretical and methodological foundations of professional self-determination of high school students in the process of specialized education, as well as to theoretically substantiate and experimentally test the organizational and pedagogical conditions that ensure the effectiveness of students’ professional self-determination in the pedagogical process of a comprehensive school.

The object of the study is the educational process in a secondary school in the aspect of professional self-determination of high school students.

The subject of the study is the professional self-determination of high school students in the process of specialized training in a comprehensive school.

Research hypothesis: professional self-determination of high school students in the pedagogical process of a general education school will be effective if: professional self-determination of high school students is considered as one of the main goals of the educational process of the school;

The resource capabilities of the pedagogical process of an educational institution have been updated for the development of professional self-determination of high school students;

The concept of professional self-determination on the basis of specialized training for high school students is formulated;

A model of professional self-determination for high school students has been developed and implemented into the school’s pedagogical process; an operational and procedural component of specialized training has been developed in the context of a comprehensive program of psychological and pedagogical support for professional self-determination

Diagnostic tools have been developed that can provide control over the process of professional self-determination in order to predict and correct it;

Organizational and pedagogical conditions are determined, implemented on the basis of the laws and principles of the holistic educational process.

In accordance with the purpose, object, subject and hypothesis of the study, the following tasks were set:

1. Develop and justify a set of provisions that make up the theoretical and methodological prerequisites for studying the problem of professional self-determination of high school students.

2. To study and update the resource capabilities of the pedagogical process of an educational institution for organizing professional self-determination of high school students; determine the main methodological and conceptual approaches to studying the process of professional self-determination of high school students in the system of specialized education.

3. Formulate the concept of professional self-determination on the basis of specialized training for high school students.

4. Develop and introduce into the teaching process of the school a model of professional self-determination for high school students.

5. Develop and implement a comprehensive program of psychological and pedagogical support for professional self-determination in the system of specialized education, ensuring the adequacy of the subsequent professional choice of high school students.

6. Develop diagnostic tools that can provide control over the process of professional self-determination in order to predict and correct it.

7. Determine, justify and experimentally test the organizational and pedagogical conditions for the effectiveness of professional

11 self-determination of high school students in the pedagogical process of a comprehensive school.

The methodological basis of the study was:

At the philosophical level - a dialectical-materialist doctrine about the social essence of man, about personality, its integrity and the possibilities of self-realization; about the role of labor in personal development; about the essence of values, their role in personal development and the functioning of the social sphere (S.F. Anisimov, O.G. Drobnitsky, A.G. Zdravomyslov, M.S. Kagan, E.V. Ilyenkov, A.M. Mironov, V.A. Tugarinov, N.Z. Chavchavadze, etc.)

At the general scientific level: the theory of axiology of education (N.A. Astashova, M.V. Boguslavsky, I.A. Zimnyaya, N.D. Nikandrov, Z.I. Ravkin,

B.A. Slastenin, etc.); system approach, modeling, mathematical statistics (V.P. Bespalko, I.V. Blauberg, V.M. Glushkov, E.V. Ilyenkov, P.S. Nemov, D.A. Novikov, Yu.O. Ovakimyan, E.I. Sokolnikova, E.G. Yudin and DR-)

At the scientific and pedagogical level: theoretical foundations of professional development of personality (K.S. Abulkhanova-Slavskaya, B.G. Ananyev, A.G. Asmolov, B.F. Lomov, N.D. Nikandrov, V.D. Shadrikov and etc.); ideas for specialized training (T.P. Afanasyeva, P.S. Lerner, N.V. Nemova, M.A. Pinskaya, T.G. Novikova, A.S. Prutchenkov, A.P. Tryapitsyna, E.E. Fedotova, I D. Chechel and others), the basics of vocational guidance, professional self-determination, the idea of ​​labor training and education (A.Ya. Zhurkina, E.A. Klimov, I.I. Legostaev, A.G. Pashkov, N.S. Pryazhnikov, M.V. Retivykh, A.D. Sazonov, I.A. Sasova, V.V. Serikov, V.D. Simonenko,

S.N. Chistyakova, K.D. Ushinsky and others); formation of professional competence (S.N. Glazachev, E.F. Zeer, A.M. Pavlova, M.V. Retivykh, N.O. Sadovnikova, S.Yu. Senator, V.D. Simonenko, etc.).

At the psychological and pedagogical level: the foundations of personality-oriented learning and the activity approach (B.G. Ananyev, E.V.

Bondarevskaya, L.S. Vygotsky, V.V. Davydov, E.A. Levanova, A.N. Leontyev,

K.K. Platonov, C.Jl. Rubinstein, etc.); ideas of humanistic psychologists (A. Maslow, K. Rogers, etc.) about personal self-realization; provisions of pedagogy and psychology on the humanization of education, the use of active forms, methods and technologies for personal development (A.G. Asmolov, A.A. Bodalev, V.I. Zagvyazinsky, A.K. Markova, G.P. Skamnitskaya, T.S. Komarova, V.A. Slastenin, D.I. Feldshtein, etc.)

In theoretical terms, the study is based on the idea of ​​integral characteristics of activity (B.G. Ananyev, A.G. Asmolov, L.I. Bozhovich, A.A. Verbitsky, N.F. Dobrynin, A.G. Kovalev, A.N. Leontiev , B.C. Merlin, K.K. Platonov, S.L. Rubinstein), about the mechanisms of identification and isolation of personality, professional identification, personality personalization (G. Breakwell, I. Goffman, J. Mead, A.B. Mudrik, V.S. Mukhina , A.V. Petrovsky, N.A. Rybakov, E. Erickson, etc.) and its development in activity (K.A. Abulkhanova, M.S. Kagan, I.S. Kon, A.N. Leontyev, A.K. Markova, A.B. Petrovsky), on the development of activities (L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, E.A. Klimov, N.F. Talyzina, D.B. Elkonin) , about communication and personal relationships (A.A. Bodalev, V.A. Kan-Kalik, B.F. Lomov, A.B. Mudrik, V.N. Myasishchev, Yu.M. Orlov).

The fundamental prerequisites for our research are created by works that reveal the philosophy and methodology of education (V.G. Afanasyev, L.P. Bueva, B.Z. Vulfov, V.S. Lednev, B.T. Likhachev, N.D. Nikandrov, Z.I. Ravkin, G.N. Filonov, T.I. Shamova); philosophical and ethical theories of values ​​and pedagogical axiology (E.I. Artamonova, B.S. Bratus, V.P. Bezdukhov, S.I. Gessen, M.S. Kagan, M.M. Rokeach, V.A. Slastenin , V.A. Sukhomlinsky, E.H. Shiyanov, etc.).

Various aspects of self-determination are reflected in the works of L.M. Arkhangelsky, M.V. Batyreva, L.P. Buevoy, D.Zh. Valeeva, A.A. Guseinova, O.G. Drobnitsky, N.D. Zotova, E.V. Ilyenkova, O.I. Karpukhina, I.S. Kona, E.A. Latukha, T.V. Masharova, E.I. Sokolnikova, I.V. Shiryaeva and others.

Of fundamental importance for our research are the works of domestic and foreign teachers and psychologists, which reveal the essence and content of the concept of professional self-determination (A.G. Asmolov, S.A. Borovikova, M.R. Ginzburg, E.I.

Golovakha; E.F. Zeer, E.A. Klimov, I.S. Kon, I.M. Kondakov, T.V. Kudryavtsev,

A.K. Markova, J.I.M. Mitina, G.S. Nikiforov, N.S. Pryazhnikov, E.Yu.

Pryazhnikova, A.A. Skamnitsky, A.B. Sukharev, D. Super, E.V. Titov, D.

Holland, S.N. Chistyakova, etc.) and professional guidance (B.C.

Avanesov, V.A. Bodrov, E.M. Borisova, B.I. Bukhalov, A.E. Golomstock, K.M.

Gurevich, N.H. Zakharov, JT.M. Mitina, M.M. Parkhomenko, V.A. Polyakov, A.D.

Sazonov, V.D. Simonenko, I.T. Senchenko, B.L. Fedorishin and others).

Fundamental research on the problem of professional guidance for senior schoolchildren and professional self-determination is reflected in the studies of A.E. Golonshtok, E.A. Klimova, A.B. Polyakova,

E.H. Proshchitskaya, N.S. Pryazhnikova, G.V. Rezankina, N.F. Rodicheva, A.D.

Sazonova, S.N. Chistyakova and others. The study of managing professional self-determination of the individual in the form of managerial support was reflected in the scientific works of L.V. Kondratenko,

L.M. Mitina, V.L. Savinykh, A.N. Chistyakova and others.

The principles of organizing specialized training in the education system are considered by such scientists as O.G. Andrianov, T.P. Afanasyeva, V.P.

Bespalko, L.N. Bogolyubova, G.V. Dorofeev, D.S. Ermakov, E.N. Zhukova, I.S.

Idilova, A.A. Karakotova, T.A. Kozlova, S.S. Kravtsov, O.V. Kuzin, L.V.

Kuznetsov, M.G. Kuleshov, B.A. Lanin, V.P. Lebedeva, P.S. Lerner, K.I.

Lipnitsky, L.Yu. Lyashenko, T.M. Matveeva, N.V. Nemova, V.N. Nikitenko,

T.G. Novikova, T.A. Oleinik, A.A. Pinsky, M.A. Pinskaya, E.M.

Pavlyutenkov, N.F. Rodichev, G.K. Selevko, A.P. Tryapitsyna, S.B. Turovskaya,

HER. Fedotova, I.D. Chechel, S.N. Chistyakova, T.I. Shamova and others.

To solve the problems, the following research methods were used: theoretical: method of classification and systematization,

14 method of generalization and systematization, comparative method; empirical: experimental method, expert assessment method, assessment and analysis of activity products; diagnostic: differential diagnostic questionnaire by E.A. Klimov (DDO); methodology for identifying the leading motives of professional activity; repertoire method for diagnosing the professional orientation of students; Terminal Values ​​Questionnaire (OTeV) (author I.G. Senin); method “Structure of Interests” by V. Henning; a methodology for identifying graduates’ awareness of the “world of professions”, assessing their professional prospects, professional readiness, the content of the educational process from the point of view of its focus on professional guidance; methodology for identifying the formation of a professional plan, motives for choosing a profession and professional orientation. The obtained data were subjected to comparative analysis and mathematical processing.

Base and organization of the study. The experimental base for the study was secondary schools No. 1902,1039,1965, 1968, 2012, education centers No. 1423, 1477, 775, gymnasium 1566, lyceum 1547 in Moscow. 1,164 high school students, school administrators and teachers were involved in the empirical work.

The study was carried out in several stages.

The first stage (2001-2004) is search and analytical. At this stage, the current state of the problem was studied, an analysis of the available psychological, pedagogical and methodological literature, legislative and regulatory acts on research issues, program and methodological documentation of secondary schools was carried out, and the experience of developing readiness to choose a profession among senior schoolchildren in a secondary school was studied. As a result, the initial parameters of the study, its subject, boundaries, hypothesis, methodology and methods, and conceptual apparatus were determined.

The second stage (2004-2009) is experimental. At this stage, the model for managing professional self-determination of high school students in the context of specialized education was empirically tested, a comprehensive program of psychological and pedagogical support for professional self-determination in the system of specialized education was implemented, ensuring the adequacy of the subsequent professional choice of high school students, the operational and procedural side of specialized education in the context of the process of professional self-determination was revealed. high school students with the help of didactic forms, methods and means of pedagogical interaction, capable of modeling the subject and social content of the future professional activities of high school students, which were annually tested, adjusted and improved in the educational process.

The third stage (2009-2011) is generalizing. It is associated with the correction of conclusions obtained at previous stages, systematization and processing of research results, their testing, implementation and publication, and literary design of dissertation materials.

The most significant results obtained personally by the applicant and their scientific novelty. In the study:

A set of provisions that make up the theoretical and methodological prerequisites for studying the problem of professional self-determination of high school students has been developed and justified;

The resource capabilities of the pedagogical process of an educational institution for managing the professional self-determination of high school students have been studied and updated; the main methodological and conceptual approaches to studying the process of professional self-determination of high school students in the system of specialized education have been identified, facilitating the modeling of the subject and social content of students’ future professional activities;

The Concept of professional self-determination on the basis of specialized training for high school students has been formulated. It determines the nature of interaction between subjects of the process of specialized educational and labor activity in the conditions of differentiation of the educational process, effective ways to implement the complex of socio-economic and psychological-pedagogical requirements of society and education for the individual. The concept is based on a systems approach. The concept includes:

Experimentally tested methodological support has been created aimed at implementing a model of professional self-determination for high school students during specialized training;

A comprehensive program of psychological and pedagogical support for professional self-determination in the system of specialized education has been developed and implemented, ensuring the adequacy of the subsequent professional choice of high school students;

Diagnostic tools have been developed that can provide control over the process of professional self-determination in order to predict and correct it; organizational and pedagogical conditions for the effectiveness of professional self-determination of high school students in the pedagogical process of a comprehensive school have been identified, substantiated and experimentally tested, which combine all its elements: goal setting, content development, design and planning, organization of educational space, pedagogical and diagnostic analysis.

The theoretical significance of the study is that:

The provisions identified and substantiated during the theoretical analysis that make up the theoretical and methodological prerequisites for studying the problem of professional self-determination of high school students make a certain contribution to the theory of general pedagogy; Theoretical and methodological ideas about professional self-determination of high school students in the pedagogical process of school, examined in dynamics, complement the history of pedagogy and education;

The described main methodological and conceptual approaches to studying the process of professional self-determination of high school students in the system of specialized education make a certain contribution to the methodology of pedagogy; the concept of professional self-determination of high school students in the context of specialized education, developed in the study, makes a real contribution to the development of pedagogical theory;

A comprehensive program of psychological and pedagogical support for professional self-determination in the system of specialized education opens up a corresponding direction of scientific research related to theoretical and methodological support for the process of professional self-determination of students;

The developed diagnostic tools for monitoring the process of professional self-determination complement the didactics of secondary school;

The theoretical principles and conclusions contained in the study deepen the conceptual understanding of the strategies of professional self-determination of high school students in the pedagogical process of a comprehensive school; The predictive potential of the conducted research determines the fundamental possibility of organizing, on its basis, further study of various aspects of professional and personal self-determination of high school students.

The practical significance of the study lies in the fact that it is aimed at improving teaching activities in the aspect of professional self-determination of high school students in the process of specialized education; a model of professional self-determination for high school students was introduced into the school’s pedagogical process; a comprehensive program of psychological and pedagogical support for professional self-determination in the system of specialized education has been implemented; diagnostic tools developed; The set of organizational and pedagogical conditions for the effectiveness of professional self-determination of high school students in the pedagogical process of a comprehensive school was experimentally substantiated.

In accordance with the experimentally tested provisions of the dissertation, adjustments were made to the content of the pedagogical process in secondary schools. Experimental concepts, programs, teaching aids, monographs published based on research materials are directly used in the practical activities of school leaders and teachers.

Main provisions submitted for defense:

1. Professional self-determination of a high school student is considered as a process of education, development and formation of personal maturity, manifested in the independent process of planning their professional future. The conditions that ensure the optimal level of professional self-determination of high school students are: personal maturity, the adequacy of self-assessment of abilities for mastering a future profession, the degree of completeness of ideas about the content of future professional activity, the effectiveness of psychological and pedagogical support for the process of their professional self-determination.

2. The educational space of the school, as a necessary condition promoting the professional self-determination of high school students. Its basis is specialized training as a system for organizing the educational process, ensuring successful specialized and professional self-determination of students by means of variability and individualization of the educational process, expanding the social situation of development, and involving the professional context. At the same time, professional self-determination is considered not only as a dynamic process of formation of personal qualities, but also as a result of specialized training, as a student’s readiness to choose his future profession on the basis of pre-professional training and self-determination, self-realization and professional improvement.

3. The key point in the professional self-determination of high school students is their readiness to choose a profession that specifies their goals and preferences, being a solution focused on the near future, and including personal-target, information-gnostic and reflective-evaluative components that meet the requirements of the content and conditions of future professional activity.

4. Taking into account the potential opportunities of specialized training (implementation of the ideas of national security in education; adaptation of education to the current and future needs of the labor market; use of a flexible system of profiles; development of competencies of high school students; creation of an individual educational trajectory; inclusion of active pedagogical technologies in the educational process) has been implemented the need to develop pedagogical foundations for managing the process of professional self-determination of high school students.

5. The pedagogical foundations of managing the professional self-determination of high school students in the process of specialized education include a theoretical aspect (modeling the management of professional self-determination) and an organizational and pedagogical aspect (the operational and procedural side of specialized training in the context of the process of professional self-determination of high school students using didactic forms, methods and means of pedagogical interactions capable of modeling the subject and social content of future professional activities of high school students).

6. The Concept of professional self-determination on the basis of specialized training for high school students has been formulated. It determines the nature of interaction between subjects of the process of specialized educational and labor activity in the conditions of differentiation of the educational process, effective ways to implement the complex of socio-economic and psychological-pedagogical requirements of society and education for the individual. The concept is based on a systems approach. The concept includes:

At the organizational and methodological level - management functions and information support for the educational process, scientific and methodological activities and the activities of teachers and heads of various departments of the educational institution;

At the educational and methodological level - the goals and content of self-determination of high school students, determined from the position of the personally and socially significant value of work on the basis of specialized training, psychological theory of activity; tasks, forms and methods of profile-oriented training of students are built in the unity of intellectual, physiological and social aspects. The personal level in this concept is determined through the priority choice of a specific training profile, the basis for which is the features of the multi-level development of the abilities and needs of the individual.

Developed on methodological grounds, the concept of professional self-determination in the process of specialized training and the model for managing professional self-determination make it possible to design educational activities in conditions that ensure its qualitative change in accordance with modern requirements of society and the individual.

8. We understand the comprehensive program of psychological and pedagogical support for the professional self-determination of high school students in the process of specialized education as a set of measures that ensure the professional self-determination of students in the form of operational assistance in

22 choosing the optimal professional field, taking into account individual abilities, capabilities, and the socio-economic situation in the labor market. They involve the unification of the efforts of all subjects of the educational space and representatives of the social environment, the goal of which is to develop in students the ability to make a conscious, independent and responsible choice of profession, the ability to project an image of a professional future, to understand their professional, educational and personal capabilities necessary for the practical implementation of choice and identifying ways of professional growth through the development of reflection.

9. Management of professional self-determination of high school students in the educational process of a general education school will be effective if pedagogical support for this process is implemented under the following organizational and pedagogical conditions: professional self-determination of high school students is considered as one of the main goals of the educational process; the resource capabilities of the pedagogical process of an educational institution have been updated to manage the professional self-determination of high school students; a model for managing the professional self-determination of high school students was developed and introduced into the educational process of the school; a comprehensive program of psychological and pedagogical support for professional self-determination in the system of specialized education has been developed and implemented, ensuring the adequacy of the subsequent professional choice of high school students; the operational-procedural side of specialized education has been developed in the context of the process of professional self-determination of high school students with the help of didactic forms, methods and means of pedagogical interaction that can model the subject and social content of the future professional activities of high school students; developed

23 diagnostic tools capable of providing control over the management of the process of professional self-determination for the purpose of its prediction and correction.

The reliability and reliability of the results obtained is ensured by the methodological validity of the initial positions of the study, the use of a set of methods adequate to the purpose, object, subject and objectives of the study, a combination of qualitative and quantitative analysis, the long-term nature of the experimental work, the representativeness and statistical significance of the sample size, control comparison of the results obtained with the mass pedagogical experience.

Testing and implementation of research results. The main theoretical principles and conclusions are reflected in monographs, textbooks, scientific and practical recommendations, program and methodological documents and materials. Reported and received approval at scientific conferences of teachers and graduate students of Moscow State Pedagogical University named after. M.A. Sholokhov, at interuniversity conferences in Moscow (2002), at meetings of the laboratory of the Institute of Public Education of the Ministry of Defense of the Russian Federation, at various conferences and forums (Moscow, Cheboksary).

The work was tested at meetings of pedagogical councils of schools, methodological associations of teachers, parent meetings of schools, at seminars for deputy principals and principals of Moscow schools (2001-2010), dedicated to the formation of the readiness of senior schoolchildren to choose a profession, at annual meetings of the laboratory of the system center approach to education of the Association "Education".

The implementation of the research results was carried out during the direct professional activities of the author. The research materials have been introduced into the pedagogical process of secondary schools in Moscow.

24 theoretical development of the main conceptual ideas and provisions of the study. The dissertation research is the result of many years of scientific and pedagogical work of the author in the system of teacher education.

The structure of the dissertation follows the logic of the study and includes an introduction, four chapters, a conclusion, a bibliography including 504 sources, and appendices.

CONCLUSIONS ON CHAPTER FOUR.

The main goal of the experimental part of the study was to test the organizational and pedagogical conditions, which, as was established during the theoretical analysis of the problem, most contribute to the effectiveness of managing the professional self-determination of high school students in the process of specialized training.

The experimental study took place in four stages (stating, prognostic, formative, final), which reflected the real dynamics of the formation of readiness for professional self-determination among senior schoolchildren.

The complex of diagnostic methods, with the help of which one can study the formation of professional self-determination of high school students, includes: E.A. Klimov’s differential diagnostic questionnaire (DDI); a method for identifying the leading motives of professional activity, a repertoire method for diagnosing the professional orientation of students; Questionnaire of Terminal Values ​​(OTeV) (author I.G. Senin), methodology “Structure of Interests” by V. Henning; methodology for identifying graduates’ awareness of the “world of professions”, assessing their professional prospects, professional readiness,

The model for managing professional self-determination of high school students in the process of specialized education is an integrative scientific and theoretical structuring of the process of comprehensive support for professional self-determination of high school students, built on the principles of a systems approach (integrity, the presence of connections between elements, orderliness of the system, feasibility of functioning), including functions, components, educational environment, results and criteria for the effectiveness of pedagogical management, reflecting the specifics of specialized education as an option for creating optimal conditions that promote professional self-determination of high school students.

We understand a comprehensive program of psychological and pedagogical support for the professional self-determination of high school students in the process of specialized education as a set of measures that ensure the professional self-determination of students in the form of prompt assistance in choosing the optimal professional field, taking into account individual abilities, capabilities, the socio-economic situation in the labor market, involving the joining of efforts all subjects of the educational space and representatives of the social environment, the goal of which is to develop in students the ability to make a conscious, independent and responsible choice of profession, the ability to project an image of a professional future, to be aware of their professional, educational and personal capabilities necessary for the practical implementation of the choice and determination of professional growth paths through the development of reflection.

In the process of conducting experimental work on developing the readiness of high school students for professional self-determination in the experimental group, changes and increments occurred in their consciousness, due to the development of self-analysis skills, the ability to analyze educational and professional activities; accumulation of pre-professional, and in some cases, professional experience acquired in professional tests. As a result of experimental work, an individual’s ability to choose an educational and professional field that corresponds to his interests, capabilities, inclinations and demands of the modern labor market has been formed. This ability is considered as a dynamic characteristic of professional self-determination and measuring it allows one to predict the success of adaptation in the profession, and for the high school student himself to identify the adequacy of his own capabilities to the characteristics of professional activity. The personality of a senior school student is considered as a subject of future professional activity.

Thus, as a result of the work carried out, high school students of experimental classes expanded the information field and formed an objective idea of ​​​​their capabilities in the field of professional interests. The motives for conscious

372 choice of a professional career, a responsible position of the individual, an adequate assessment of oneself and one’s social connections. The solution to these issues largely determines the effectiveness of social and professional adaptation. The use of not traditional methods, but creative forms, including group interaction (simulation and business games), made it possible to enrich the social experience of high school students in group joint activities, broaden their horizons, and contribute to the development of the individual as a whole.

Management of professional self-determination of high school students in the pedagogical process of a comprehensive school will be effective if pedagogical support for this process is implemented under the following organizational and pedagogical conditions: professional self-determination of high school students is considered as one of the main goals of the educational process;

A model for managing the professional self-determination of high school students has been developed and implemented into the school’s pedagogical process;

A diagnostic toolkit has been developed that can provide control over the management of the process of professional self-determination in order to predict and correct it, since the specified organizational and pedagogical conditions, implemented on the basis of the laws and principles of the holistic educational process, combine all its elements: goal setting, content development, design and planning, organization of educational space, pedagogical and diagnostic analysis.

CONCLUSION

The theoretical analysis carried out as part of our dissertation research showed that professional self-determination of the individual is an important characteristic of the socio-psychological maturity of the individual, his need for self-realization and self-actualization and is considered as part of the professional development of the subject of labor, is its most important manifestation and represents an independent, conscious construction of prospects for one’s professional development is manifested in multiple acts of choice and decision-making, which have different content at different stages of professional development.

We consider professional self-determination in the study as a process of education, development and formation of personal maturity, manifested in the independent process of planning one’s professional future, responsibility for making decisions about choosing a profession, based on an assessment of one’s abilities, interests, inclinations, requirements of professional activity and socio-economic conditions that would provide the opportunity for personal and professional development of the individual.

The main goal of professional self-determination is the gradual formation in a high school student of internal readiness to independently build, adjust and realize the prospects for his development (professional and personal), the readiness to consider himself developing over time and to independently find personally significant meanings in specific professional activities.

As a starting point in the professional self-determination of an individual, the core of which is the conscious choice of a profession, taking into account one’s characteristics and capabilities, the requirements of professional activity and socio-economic conditions, researchers

375 traditionally considers adolescence, which is characterized by making responsible decisions that determine a person’s entire future life, finding one’s place in life, determining the meaning of life, forming a worldview and developing a life position.

Based on the essence of professional self-determination, we can identify the main means of its formation: professional information and education; development of interests, inclinations and abilities; professional tests; professional consultation; professional selection; socio-professional adaptation.

We can highlight the main priorities in the professional self-determination of high school students that correspond to the current situation:

1. Gradual formation in high school students of the ability to predict the development of modern chosen professions in the near future; refusal to unconditionally focus on fashion in relation to a rather limited number of professions (lawyer, economist, fashion model, manager, bodyguard, etc.).

2. Help in finding personal meaning not only in relation to attractive chosen professions, but also in relation to professions that have to be chosen contrary to the initial desire.

The key point of professional self-determination is the readiness for a person’s conscious independent choice of profession, ensuring the manifestation and disclosure of his individual characteristics, interests and inclinations of the individual, focused on the immediate prospect of personal and professional development.

The concept of “readiness to choose a profession, professional self-determination” in pedagogical science is considered as:

A stable state of the student’s personality, which is based on a dynamic combination of certain properties, including the orientation of interests and inclinations, his practical experience and knowledge of his characteristics in connection with the choice of profession;

Inner conviction and awareness of the factor in choosing a profession, awareness of the world of work, what physical and psychological demands the profession places on a person;

The ability to recognize individual characteristics (the image of “I”), analyze professions and make decisions based on a comparison of these two types of knowledge, i.e. ability to consciously choose a profession.

We consider readiness for professional self-determination as a stable characteristic of an individual, which specifies their goals and preferences, being a solution focused on the near future, and including personal-target, information-gnostic and reflexive-evaluative components that meet the requirements of the content and conditions of the future. professional activity.

Readiness for professional self-determination among senior schoolchildren occurs most effectively in the process of purposeful activities of general education institutions as an integral part of the holistic educational process. At the same time, a very important emphasis can be highlighted - the student is assigned the status of a subject of education and his own life, possessing individuality, the right to choose, reflection, self-actualization, which is the most important basis for students to make a balanced choice of quality education that meets their needs and abilities, the trajectory of personal development, and priorities in work. sphere, value orientations and individually expressed goals related to the further method of obtaining education and future profession.

In this context of modern education, specialized training can be considered as an innovative model for obtaining education, which is focused on students’ deeper study of individual subjects (with full mastery of basic disciplines), preparation for work in higher professional education programs; development of adaptive ability to modern market conditions; differentiation of the educational process of high school students based on their interests, abilities and capabilities and the construction of flexible individual educational programs, etc. In addition, specialized education as a cultural process is built taking into account the search for personal meanings, dialogue and cooperation of its participants, it can be filled with socially approved models modern life, focus on values ​​that are significant for students, which gives this process internal attractiveness and activity. Profile training also seems to us to be a process in which the pedagogical potential of creativity, personal and professional self-development, and long-term expectations is determined.

In modern pedagogy, specialized education is considered as a multilateral comprehensive means of improving the quality, efficiency and accessibility of general education, which allows, through changes in the structure, content, organization of the educational process and differentiation, to take into account the interests, inclinations and abilities of students to a greater extent, and to create opportunities for the orientation of education high school students in accordance with their professional interests and intentions regarding continuing education. At the same time, the possibilities for students to build an individual educational trajectory are significantly expanded, and a higher level of preparation is ensured for continuing their education in their chosen direction.

In our study, specialized education in a general education school is understood as a system of organizing the educational process that ensures successful specialized and professional self-determination of students by means of variability and individualization of the educational process, expanding the social situation of development, involving the professional context, and on this basis, preparing students for further professional education and professional activity in the chosen profile, the distinctive features of which are:

Creation of classes of a certain profile, starting from the 8th grade, the leading academic subjects in which have a fairly clear professional orientation; inclusion in the curriculum of elective training courses that reveal the content of a specific area of ​​professional activity;

Establishing a connection between the labor training of high school students and the profile of their education;

Cooperation of high school with institutions of primary, secondary and higher vocational education.

For the professional self-determination of high school students in the process of specialized education, the following areas of psychological and pedagogical work are most relevant: providing information about the features of choosing a profile of study in high school, as well as about all possible ways to continue their education and training in their chosen profession after graduating from primary school; preparing students for drawing up a primary professional plan (start); developing an optimistic attitude towards your professional future; fostering a respectful attitude towards different types of professional work as socially equivalent; positive influence on the holistic development of students’ personality, namely on the formation

379 such qualities and skills as the ability for self-knowledge and self-change, independence, self-confidence, the ability to make choices and take responsibility for them, focus, self-criticism, competence, sociability, independence, emotional (behavioral) flexibility, mobility, willpower; providing students with opportunities for deep self-knowledge of their temperament, interests, abilities, inclinations, type of thinking, needs, value orientations, etc.; turning students into subjects interested in self-development and capable of it, intensifying the search for their own path to mastering a profession; development of self-awareness, increased self-esteem and level of aspirations; the assimilation by older teenagers of the most important social values ​​(civil and moral); the formation of a set of motives for choosing a profession that would optimally combine: self-realization and self-affirmation, the desire to benefit the family and loved ones (society), earn a living (satisfying material needs), etc.; students’ acquisition of deep and comprehensive knowledge on the problem of choosing a profession: about the world of professions, about themselves and about the personnel needs in their region, the main prospects for its development.

Taking into account the potential opportunities for specialized training, the implementation of national security ideas in education; adaptation of education to current and future needs of the labor market; use of a flexible profile system; development of competencies of high school students; students’ comprehension and testing of social roles; creation of an individual educational trajectory; realizing the potential of elective courses as support for the profile and intra-profile specialization; development of value orientations of high school students as a condition for regulating the behavior and activities of graduates; inclusion of active pedagogical technologies in the educational process) there is a need to develop pedagogical foundations for managing the process of professional

380 self-determination of high school students, which, on the one hand, would integrate diagnostics, counseling, psychological and pedagogical support, etc., on the other hand, would include all subjects in the model for managing the process of professional self-determination of high school students: students, parents, teachers, significant peers and met the requirements of the Concept of Education Modernization.

The pedagogical foundations of managing the professional self-determination of high school students in the process of specialized education include the theoretical aspect (modeling the management of professional self-determination) and the organizational and pedagogical aspect (the operational and procedural side of specialized training in the context of the process of professional self-determination of high school students using didactic forms, methods and means of pedagogical interaction, capable of modeling the subject and social content of future professional activities of high school students).

Psychological and pedagogical management of the process of professional self-determination of high school students in the process of specialized education is understood by us as a system of organizational, diagnostic, training and developmental activities for teachers, students, parents, and administration, aimed at creating optimal conditions for the professional self-realization of students.

It is possible to effectively manage the professional self-determination of students only on the basis of certain indicators that characterize it as a process that involves the development of the individual as a subject of his future professional activity: student awareness; the formation of socially significant motives for choosing a profession; formation of professional interests; presence of pronounced special abilities for

381 specific type of professional activity; practical experience in the chosen work activity; formation of professional intentions; real level of professional aspirations; health status.

The process of professional self-determination during specialized training is influenced by various, including microsocial factors, including the socio-economic living conditions of people, public organizations, the media, the cultural, educational and professional level of the family, etc. To successfully manage the process of professional self-determination of high school students during specialized training, it is necessary to know and take into account not only the factors themselves, but also the connections between them, their interaction and interdependence, trends and development prospects, that is, the study of factors influencing professional self-determination makes it possible to make this process manageable.

The model for managing professional self-determination of high school students in the process of specialized education is an integrative scientific and theoretical structuring of the process of comprehensive support for professional self-determination of high school students, built on the principles of a systems approach (integrity, the presence of connections between elements, orderliness of the system, feasibility of functioning), including functions, components, educational environment, results and criteria for the effectiveness of pedagogical management, reflecting the specifics of specialized education as an option for creating optimal conditions that promote professional self-determination of high school students.

We understand a comprehensive program of psychological and pedagogical support for the professional self-determination of high school students in the process of specialized education as a set of measures that ensure the professional self-determination of students in the form of operational assistance in

382 choosing the optimal professional field, taking into account individual abilities, capabilities, the socio-economic situation in the labor market, which involves combining the efforts of all subjects of the educational space and representatives of the social environment, the goal of which is to develop in students the ability to make a conscious, independent and responsible choice of profession, the ability to design an image of a professional future, to be aware of one’s professional, educational and personal capabilities necessary for the practical implementation of choice and determination of paths for professional growth through the development of reflection.

We carried out work on developing readiness for professional self-determination among high school students through the content of educational and extracurricular activities (seminars, laboratory and practical classes, a credit system, business games, research work, excursions, theoretical conferences and personal contacts with university teachers), methods of its organization ( the use of individual, group, frontal forms of work, the creation of problem situations, mutual assistance and mutual verification, etc.); through establishing collaborative relationships between teachers and students.

In the process of conducting experimental work on developing the readiness of high school students for professional self-determination in the experimental group, changes and increments occurred in their consciousness, due to the development of self-analysis skills, the ability to analyze educational and professional activities; accumulation of pre-professional, and in some cases, professional experience acquired in professional tests. As a result of experimental work, an individual’s ability to choose an educational and professional field that corresponds to his interests, capabilities, inclinations and demands of the modern labor market has been formed. This ability is considered as a dynamic characteristic

383 professional self-determination and its measurement allows one to predict the success of adaptation in the profession, and for the high school student himself to identify the adequacy of his own capabilities to the characteristics of professional activity. The personality of a senior school student is considered as a subject of future professional activity.

Thus, as a result of the work carried out, high school students of experimental classes expanded the information field and formed an objective idea of ​​​​their capabilities in the field of professional interests. The motives for the conscious choice of a professional career, the responsible position of the individual, and an adequate assessment of oneself and one’s social connections were formed. The solution to these issues largely determines the effectiveness of social and professional adaptation. The use of not traditional methods, but creative forms, including group interaction (simulation and business games), made it possible to enrich the social experience of high school students in group joint activities, broaden their horizons, and contribute to the development of the individual as a whole.

Data from experimental work indicate that managing the process of professional self-determination can be most effective when taking into account organizational and pedagogical conditions, implemented on the basis of the laws and principles of the holistic educational process, combining all its elements: goal setting, content development, design and planning , organization of educational space, pedagogical and diagnostic analysis: professional self-determination of high school students is considered as one of the main goals of the educational process;

The resource capabilities of the pedagogical process of an educational institution have been updated to manage the professional self-determination of high school students;

A model for managing the professional self-determination of high school students has been developed and implemented into the school’s pedagogical process;

A comprehensive program of psychological and pedagogical support for professional self-determination in the system of specialized education has been developed and implemented, ensuring the adequacy of the subsequent professional choice of high school students;

The operational and procedural side of specialized education has been developed in the context of the process of professional self-determination of high school students with the help of didactic forms, methods and means of pedagogical interaction that can model the subject and social content of the future professional activities of high school students;

Diagnostic tools have been developed that can provide control over the management of the process of professional self-determination in order to predict and correct it.

At the same time, it should be noted that there remains a number of undeveloped essential aspects of the formation of professional self-determination of high school students. A promising direction for its solution is to strengthen integrative and competency-based approaches in the process of forming professional self-determination of high school students; development and testing of tools for optimizing the management of the process of forming professional self-determination of high school students at different stages of pre-professional and specialized education. In addition, the problem of psychological and pedagogical support for the process of professional self-determination during specialized training requires in-depth research. The scientific development of these and a number of other problems in the pedagogical aspect will contribute

385 effective professional self-determination of high school students in the pedagogical process of a comprehensive school.

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