Професійне самовизначення майбутнього вчителя як психолого-педагогічна проблема

Abstract

(uk) У статті автор розкриває питання професійного самовизначення, окреслюючи це як важливу психолого-педагогічну проблему; зазначає на основних засадах професійного самовизначення майбутніх учителів у процесі їх фахової підготовки; доводить, що представлений процес професійного розвитку особистості має специфічні властивості, а сформованість професійного самовизначення є першоосновою та запорукою ефективності подальшого професійного становлення майбутнього фахівця.(ru) В статье автор раскрывает вопросы профессионального самоопределения, очерчивая это как важную психолого-педагогическую проблему; отмечает на основных принципах профессионального самоопределения будущих учителей в процессе их профессиональной подготовки; доказывает, что представленный процесс профессионального развития личности обладает специфическими свойствами, а сформированность профессионального самоопределения является первоосновой и залогом эффективности дальнейшего профессионального становления будущего специалиста.(en) In the article an author exposes basic principles of professional self-determination of students in the process of their professional training: grounds actuality of the outlined problem and basic tasks of this process; determines major descriptions (activity, capacity for an independent choice, proper level of responsibility); distinguishes the row of constituents : process, subject, limits in relation to that there is self-determination; outlines the different aspects of activity, through that self-determination (normative, real, psychological) comes true; distinguishes the stages of professional self-determination of specialist (forming of professional intentions, professional studies, professional adaptation, partial or complete selfrealization of personality in the profession), each of that is characterized by own tasks to development. Professional self-determination is a leading form of professional activity at a certain level of professionalism, becoming a characteristic of his personality. The guiding values of the subject of pedagogical activity begin to fulfill the function of the ultimate foundation of the choice of those subjects, means and methods that form the holistic activity. The self-development of a specialist stimulates the transformation of professional activity, which is one of the driving forces of the future teacher's personality development, his further self-determination in the professional plan. An author asserts that professional self-determination is a becoming aspect as a specialist and his socialization, in the process of that a future specialist acquires readiness to independent, creative professional activity on the basis of realization and subjective correlation of public requirements with own potential and present capabilities, the complex of internal terms, as a result he acquires ability to the independent acceptance of decisions in relation to important professional aims, that make sense both for to the subject, and for society. An author proves that the marked description of personality is specific characteristics, and its forming is fundamental principle and mortgage of the productivity of the further professional development of future specialist.