Bulletin «Педагогика ғылымдары» сериясы
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Майлыбаева Вестник
| ВЕСТНИК КазНПУ им. Абая, серия «Педагогические науки», №1(57), 2018
198 Consequently, professional self-determination of personality can be considered in the content-procedural model. Due to the fact that this process has a gradually increasing complexity, it is natural to talk about its phase. Therefore, we refer to the stages of professional self-determination the following: 1. Awareness of the value of socially useful work and the need for professional training (the value-moral basis of self-determination). 2. Orientation in the social and economic situation and forecasting the prestige of the chosen work. 3. General orientation in the world of professional work and the allocation of professional goals-dreams. 4. Identification of near professional goals as stages and ways to a long-term goal. 5. Information about professions and specialties, relevant vocational schools and employment places. 6. The idea of obstacles that complicate the achievement of professional goals, as well as knowledge of their own merits, contributing to the implementation of the plans and prospects. 7. Presence of a system of reserve options in case of failure in the main option of self-determination. 8. Beginning of practical realization of personal professional perspective and constant updating of the planned plans on the principle of feedback. However, it must be taken into account that there are a number of difficulties associated with the situation of the choice of a profession by schoolchildren. Among these problems, the most significant is the discrepancy between the professional and educational plans of schoolchildren to the needs of the country's economy. Modern society is characterized by a high degree of activity in the economic sphere. The profession market is constantly changing, some professions disappear and new ones are formed in return. Not always the professional plans of young people directly correlate with the needs of the country in the specialists of a certain profession and qualification. Therefore, there is a high probability of unrealized these plans, which is practically not taken into account by the growing generation. Therefore, it is necessary to conduct constant propaganda work on informing adolescents and young people about the opportunities and prospects for their professional self-determination and employment. In this case it is necessary to pay attention to the organization of pedagogical activity on professional self-determination, carried out within the framework of educational organizations. At the same time, this activity should be carried out at two levels: gnostic (reorganization of consciousness and self-awareness) and practical (real change in a person's social status) [7]. Schoolchildren in previous years of development have a certain attitude to different areas of labor, an idea of many professions and a self-assessment of their capabilities. After reaching the senior school and youth age, a person begins to orientate better in the social and economic situation, acquires an idea of "spare options" for choosing a profession and many other things that characterize the state of internal readiness for professional self-determination that persists for a long time. Consequently, professional self-determination is not limited to the act of choosing a profession and does not end with the completion of professional training in a chosen specialty, but continues throughout the professional life. G.P. Loginova and E.M. Borisova in the process of professional self-determination identified two major components [5, p.119]: 1) the formation of a person in professional activity, the formation of his individual characteristics and personality traits, the choice of the life path; 2) creative development and enrichment of the person with the most professional activity. S.I. Vershinin, M.S. Savina, L.Sh. Mahmudov regards professional self-determination as "a long-term process of determining the positions of the individual in professional activity. Unlike the choice of profession, professional self-determination does not carry a clear goal-orientation, but reflects only the formation and orientation of the positions of the individual at each particular moment of the given self- determination "[8]. Consequently, the personality acts as the subject of this complex activity. Self-aware, self-appraising and self-assertive subject - this is the self-determining personality. Professional self-determination is associated with the activity and independence of graduates of educational organizations in choosing the field of future professional activity and a particular profession. Абай атындағы ҚазҰПУ-ң ХАБАРШЫСЫ «Педагогика ғылымдары» сериясы, №1(57), 2018 199 T.V. Kudryavtsev and V.Yu. Shegurova views professional self-determination as a "core", the most significant component of professional development, as a synonym for the professional development of the individual. Specifying its content, they distinguish four stages: the formation of professional intentions, vocational training, professional adaptation, partial or complete realization of the individual in professional work [9]. According to the understanding of researchers, the basic mechanisms and dynamics of professional self-determination should be sought in the internal space. Initially, there is a need for professional self-determination, which affects the self-awareness of the individual. As a psychological neoplasm of schoolchildren, this need activates the search, the analysis of their capabilities and the formation of a self-assessment of professionally significant qualities. Then begins the process of forming the attitude of the individual to himself as a subject of future professional activity. P.A. Shavir defines professional self-consciousness as an electoral activity of self-consciousness, subordinated to the task of professional self-determination. In the most general form, it manifests itself in the awareness of itself as a subject of future professional activity [10]. The idea of professional self-determination as a choice of professional destiny - conscious, personally free - is central to the research of P.A. Shavir. It is most clearly outlined the meaning of human activity in its own self-determination, stressing that professional self-determination is not only to focus on the choice of a particular profession, but also in finding the internal psychological reason for this choice, the driving forces of the process the researcher considers not the order of society, and emerged a variety of contradictions, which in a generalized form appears as a contradiction between the need and requirements of the preferred activity, as well as knowledge, skills, methods, to realize goals that are set before a person. Thus, the process of professional self-determination must be considered in the context of those activities in which the interaction of the system of public orientation of schoolchildren in matters of choosing a profession and a person as a self-regulating system is carried out. Such activities include professional orientation, profile education, upbringing and self-education. References: : 1. Саудабаева Г.С. Научно-педагогические основы профессионального самоопределения школьников в современных условиях: дис….докт.пед.наук. – Алматы, 2010. – 257 с. 2. Маслоу А.Г. Дальние пределы человеческой психики. – СПб., 1997. – 310 с. 3. Фукуяма С. Теоретические основы профессиональной ориентации. – М.: МГУ, 1992. – 526 с. 4. Чебышева В. В. Психология трудового обучения: метод. пособие для средн. проф.-техн. уч-щ. – М.: Высшая школа, 1983. -230 с. 5. Логинова Г.П. , Борисова Е.М. Индивидуальность и профессия. – М.: Знание, 1991. – 341 с. 6. Пряжников Н.С. Психологический смысл труда. – М. 1997. – 296 с. 7. Климов Е.А. Психологическое содержание труда и вопросы воспитания. – М., 1986. – 270 с. 8. Вершинин С.И., Савина М.С., Махмудов Л.Ш., Борисова М.В. Основы профориентологии. – М.: Академия, 2009. – 290 с. 9. Кудрявцев Т.В., Шегурова В.Ю. Психологический анализ динамики профессионального самоопределения личности. // Вопросы психологии. – №2. -1983. – С.21-28. 10. Шавир П.А. Психология профессионального самоопределения в ранней юности. – М., 1981. – 95 с. ВЕСТНИК КазНПУ им. Абая, серия «Педагогические науки», №1(57), 2018 200 жүктеу/скачать 6,57 Mb. Достарыңызбен бөлісу:
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