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Self-design in development of future specialist’s readiness for professional growth

Annotation

The exclusive role of self-design enables life and professional planning in adolescence. The basis of the qualitative preparation of a future specialist for professional activity is a set of special tools and methods integrated into the system of formation of a person’s readiness to carry out professional development processes. Self-designing is a kind of self-education and self-realization program that has goals and contains a description of the means to achieve them. This allows to actively and consciously build a professional perspective career. The process of self-designing in relation to the construction of professional prospects is a circular sequence of interrelated stages. Among named components of the readiness for successful professional activity, there are theoretical readiness, psychological readiness, practical readiness. The readiness of the individual for self-improvement is fundamental for a professional career and further professional growth. We analyze results of self-design influence on the formation of students’ readiness for professional growth. The analysis present that the purposeful, systematic inclusion of students in self-design activities provides the practical experience and skills required to build professional prospects. It is concluded that self-design enables the individual to systematically carry out his life activity and is one of the components of the future specialist's readiness for professional growth.

Keywords

self-design; readiness; professional growth; self-development

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DOI

10.20310/1810-231X-2023-22-1-103-109

UDC

378.126

Pages

103-109

References

1. Erina T.A. To a question of education students to self-design of the learning and professional activities. Mir pedagogiki i psikhologii, 2018, no. 12 (29), pp. 96-100. (In Russian). 2. Klimov E.S. Psychology of Professional Self-Determination. Moscow, Publ. Center “Akademiya”, 2010, 225 p. (In Russian). 3. Egorycheva I.D. Self realization as activity (posing a problem). The World of Psychology, 2005, no. 3 (43), pp. 11-32. (In Russian). 4. Tersakova A.A. Psychological Support of Personal and Professional Development of a Student University. Cand. psychol. sci. diss. Stavropol, 2002, 193 p. (In Russian). 5. Dureeva T.V. Criteria for the formation of readiness for professional activity of a specialist. Molodoy uchenyy, 2018, no. 43 (229), pp. 62-66. (In Russian). 6. Erina T.A., Motkina N.N. The use of multifunctional statistical criteria in the development of technological aspects of self-design of students’ educational and professional activities. Tambov University Review. Series: Humanities, 2020, vol. 25, no. 189, pp. 23-30. (In Russian). DOI 10.20310/1810-0201-2020-25-189-23-30 7. Zhukova V.F. Psychological and pedagogical analysis of the category “psychological readiness”. Bulletin of the Tomsk Polytechnic University, 2012, vol. 320, no. 6, pp. 117-121. (In Russian).

Received

2022-12-22

Section of issue

Kindergarten, school, higher education institution

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