Model of managing the professional-educational route of a future specialist
DOI:
https://doi.org/10.20952/revtee.v14i33.16325Keywords:
Support of professional activity, Professional guidance, Career developmentAbstract
The research problem is the process and result of diagnostics of targeted forming the trajectory of professional development of a personality. This problem is especially important under the modern conditions of mobility in professional sphere and the growing requirements for activity of a professional. The method of analyzing the system of professional guidance in a region enabled to reveal the main requirements and characteristics of the process of professional self-determination. As a result of the study of the theory and practice of professional guidance and professional self-determination processes, a model was elaborated for managing the professional-educational route of a future specialist. Special attention is paid to the stage of professional diagnostics and professional navigation of schoolchildren and university matriculants, based on the existing methods of professional guidance. A conclusion was made that a complex approach is needed for the processes of professional development of a personality and the support of professional development of future specialists, with a view of synchronizing the resources of regional educational establishments of various levels, consolidation of the efforts of the regional administration, employers and educational sphere of the region. The authors present a description of an electronic service “Employee Constructor”, which provides management of personal professional-educational route of a personality during growing, professional formation, professional adaptation and development, depending on the interests, abilities, individual features, competencies and experience of a particular person.
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References
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Markova, A. K. (1996). Psychology of professionalism. Moscow: Vysshaya shkola.
Markova, S.M., Sedykh, E.P., Tsyplakova, S.A., & Polunin, V.Y. (2018). Perspective trends of development of professional pedagogics as a science. Advances in Intelligent Systems and Computing, 622, 129-135.
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Panasyuk, V.P. (2015). Vocational guidance work and profile education in a modern school: experience and innovations. Saint Petersburg: LOIRO.
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Pisareva, S.A. (2005). Designing an educational environment for profile education: methodological recommendations for a selective course. Saint Petersburg: RGPU.
Povarenkov, Yu.P. (1991). Psychology of professional development of a personality. Kursk: KROST.
Povarenkov, Yu.P. (2002). Psychological content of professional development of a person. Moscow: URAO.
Prokhorova, M.P., & Sedykh, E.P. (2016). Designing an individual educational route for a bachelor in the process of mastering managerial disciplines. Azimuth of scientific research: Pedagogy and Psychology, 3(16), 124-127.
Pryazhnikova, E.Yu., & Pryazhnikov, N.S. (2010). Professional guidance. Moscow: Akademiya.
Rezapkina, G.V. (2012). Express diagnostics of professional interests and inclinations of 6-7 and 8-9 grades’ schoolchildren. Klassnyj rukovoditel', 4, 47-107. http://psyjournals.ru/authors/47574.shtml
Rezapkina, G.V. (2013). Professional guidance: new horizons. Employee service, 1, 66-70.
Rezapkina, G.V., Suvorova, L.N., Romanova, N.F., Antonicheva, S.I., & Tupikova, E.E. (2015). To help career counselors. Yoshkar-Ola.
Ricci, L., & Boccardi, V. (n.d.) Effective use of educational and vocational guidance services in distance education: the experience of USGM. Italy. https://jyx.jyu.fi/dspace/bitstream/handle/123456789/22919/ricci_boccardi.pdf?sequence=1
Romanova, E.S. (2013). Organization of career guidance at school. Moscow: Akademiya.
Semarkhanova, E.K., Bakhtiyarova, L.N., Krupoderova, E.P., Krupoderova, K.R., & Ponachugin, A.V. (2018). Information technologies as a factor in the formation of the educational environment of a university. Advances in Intelligent Systems and Computing, 622, 179-186.
Sergeev, I.S. (2017). Designing a system of organizational and pedagogical support for the professional self-determination of students under vertically integrated continuous education. Moscow: Pero.
Smirnova, Z.V., Mukhina, M.V., Kutepova, L.I., Kutepov, M.M., & Vaganova, O.I. (2018). Organization of the research activities of service majors trainees. Advances in Intelligent Systems and Computing, 622, 187-193.
Stefansdottir, D. (n.d.) Educational and vocational guidance in Iceland. Euroguidance Centre, Iceland. https://www.erasmusplus.is/media/euroguidance/Educational-and-vocational-guidande-in-Iceland.pdf
Tartur, Yu.G. (2004). Competence approach in describing results and designing standards for higher professional education. http://fgosvo.ru/uploadfiles/npo/20120325221547.pdf
Tolstoguzov, S.N. (2015). Education abroad. Obrazovanie i nauka, 1(120), 151-165. https://doi.org/10.17853/1994-5639-2015-1-151-165
Troitskaya, I.I. (n.d.) Competence approach in the vocational guidance of 8-9 grades schoolchildren at the lessons of additional education: methodological aspect. https://cyberleninka.ru/article/v/kompetentnostnyy-podhod-v-professionalnoy-orientatsii-uchaschihsya-8-9-klassov-na-urokah-dopolnitelnogo-obrazovaniya-metodicheskiy
Vehbi, Bayhan (2014). The role and function of school sociologist in guidance system. European Journal of Research on Education, 2(2), 271-275. http://iassr2.org/rs/020231.pdf
Vocational guidance education in full-time compulsory education (n.d.). http://www.nefmi.gov.hu/download.php?docID=2332
Zapesotskaya, N.A. (2006). Project culture as a factor of professional success of a specialist in social and communicative sphere. Bulletin of Moscow State University of Culture and Arts, 3, 124-127.
Zeer, E.F. (2005). Psychology of professions. Moscow: Akademicheskiy proyekt; Fond “Mir”.
Zeer, E.F., & Symanyuk, E.E. (2014). Theoretical and applied bases for predicting personal professional future. Fundamental research, 9(8), 1863-1869. http://www.fundamental-research.ru/ru/article/view?id=35157
Zhitkova, V.A. (2012). Problems of improving the quality of training and demand for university graduates under economic modernization. In: Problems and prospects of development of education in Russia: Collection of works of XV International scientific-practical conference. Novosibirsk: NGTU.
Zimnyaya, I.A. (n.d.) Key competences as a result-oriented basis of the competence approach in education. http://fgosvo.ru/uploadfiles/npo/20120325214132.pdf
Balobanova, T.N., Orlova, T.N., Pakhomova, O.F., & Perfilyeva, E.N. (2015). Methodological recommendations for the organization and holding of parental meetings on career guidance. Saint Petersburg: LOIRO.
Batyshev, S.Ya. (1997). Professional pedagogy. Moscow: Assotsiatsiya “Professionalnoye obrazovaniye”.
Bedov, A.N. (n.d.) Project approach in the process of activating the professional self-determination of adolescents. http://www.eduportal44.ru/npo/MPROFK/20132/%D0%91%D0%B5%D0%B4%D0%BE%D0%B2_%D0%90%D0%9D.docx
Blauberg, I.V. (1997). Integrity problem and systemic approach. Moscow: Editorial URSS.
Blinov, V.I., et al. (2014). Concept of organizational and pedagogical support of professional self-determination of students under continious education. Moscow: Federalniy institut razvitiya obrazovaniya, Pero.
Blinov, V.I., et al. (2018). Concept of support for professional self-determination in the context of the continuity of education. https://www.cposo.ru/federalnyj-uroven/1087-kontseptsiya-soprovozhdeniya-professionalnogo-samoopredeleniya-obuchayushchikhsya-v-usloviyakh-nepreryvnosti-obrazovaniya
Career Education and Guidance in New Zealand Schools (2009). https://nzcurriculum.tki.org.nz/content/download/2767/35051/file/Career-guidelines-web.pdf
Careers guidance and access for education and training providers (n.d.). https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/672418/_Careers_guidance_and_access_for_education_and_training_providers.pdf
Career guidance and counseling (n.d.). http://unesdoc.unesco.org/images/0024/002480/248069E.pdf
Careers guidance in school, colleges and universities (n.d.). http://researchbriefings.files.parliament.uk/documents/CBP-7236/CBP-7236.pdf
Career Guidance in Sweden (2015). https://www.uhr.se/globalassets/syv/utlandsvistelse/euroguidance/fler-rapporter/career-guidance_uppslag.pdf
Chistyakova, S.N., & Zaharov, N. N. (1987). Professional guidance of schoolchildren: organization and management. Moscow: Pedagogika.
Educational and vocational guidance in Finland (n.d.). http://cimo.fi/instancedata/prime_product_julkaisu/cimo/embeds/cimowwwstructure/15616_guidance_in_finland_2009.pdf
Fedorov, A.A., Paputkova, G.A., Ilaltdinova, E.Y., Filchenkova, I.F., & Solovyev, M.Y. (2017). Model for employer-sponsored education of teachers: Opportunities and challenges. Man in India, 97(11), 101-114.
Fyodorov, A.A., Paputkova, G.A., Filchenkova, I.F., Voronin, D.I., Bogorodskaya, O.V., Lebedeva, T.E., Nuriev, I.A., Balakin, M.A., & Vasilyev, D.I. (2017). Information and educational service “Configurator of personal success” (mobile application). Chronicles of the Integrated Fund of Electronic Resources “Science and Education”, 11(102), 8.
Gruzdeva, M.L., Prokhorova, O.N., Chanchina, A.V., Chelnokova, E.A., & Khanzhina, E.V. (2018). Post-graduate information support for graduates of pedagogical universities. Advances in Intelligent Systems and Computing, 622, 143-151.
Ilyashenko, L.K., Vaganova, O.I., Smirnova, Z.V., Sedykh, E.P., & Shagalova, O.G. (2018). Implementation of heurist training technology in the formation of future engineers. International Journal of Mechanical Engineering and Technology, 9 (4), 1029-1035.
Jenschke, B., Schober, K., & Langner, J. (n.d.) Career Guidance in the Life Course Structures and Services in Germany. https://www.euroguidance.eu/career-guidance-in-the-life-course-structures-and-services-in-germany/download/2014-career-guidance-in-the-life-course
Kazakevich, A.V. (n.d.) Pedagogical support of professional self-determination of Agricultural University students. https://cyberleninka.ru/article/n/pedagogicheskoe-soprovozhdenie-professionalnogo-samoopredeleniya-studentov-agrarnogo-vuza
Klimov, E.A. (1996). Psychology of professional self-determination. Rostov-on-Don.
Kolesnikova, O.A., Krymova, N.A., & Barkovskaya, S.V. (2011). System management of vocational guidance. Voronezh.
Kondakov, I.M., & Sukharev, A.V. (1989). Methodological foundations of foreign theories of professional development. Issues of Psychology, 5, 162.
Kostenko, O.A., Sevryukova, A.A., Ilyasov, D.F., & Kostina, N.P. (2017). Early personal and professional self-determination of rural schoolchildren through educational tourism. Modern issues of science and education, 6. http://www.science-education.ru/ru/article/view?id=27244
Kozyreva, O.A. (n.d.) Main aspects of the Russian and foreign concepts of professional development. https://cyberleninka.ru/article/v/osnovnye-aspekty-otechestvennyh-i-zarubezhnyh-kontseptsiy-professionalnogo-razvitiya
Kudryavtsev, T.V. (1986). Psychology of vocational training and education. Moscow: MEHI.
Kuzmina, N.V. (1990). Professionalism of a personality of a teacher and master of industrial training. Moscow: Vysshaya shkola.
Markova, A. K. (1996). Psychology of professionalism. Moscow: Vysshaya shkola.
Markova, S.M., Sedykh, E.P., Tsyplakova, S.A., & Polunin, V.Y. (2018). Perspective trends of development of professional pedagogics as a science. Advances in Intelligent Systems and Computing, 622, 129-135.
Markova, S.M., Svadbina, T.V., Sedykh, E.P., Tsyplakova, S.A., & Nemova, O.A. (2018). Methodological basis of vocational pedagogical education. Astra Salvensis, 6, 769-777.
McMahon, M. (n.d.) New Trends in Theory Development in Career Psychology. https://www.springer.com/cda/content/document/cda_downloaddocument/9781461494591-c1.pdf?SGWID=0-0-45-1445146-p176270821
Mishina, N.V., & Yavgildina, Z.M. (2016). Activity approach to the formation of vocational orientation of adolescents during additional education. Bulletin of KazGUKI, 3. https://cyberleninka.ru/article/v/deyatelnostnyy-podhod-k-formirovaniyu-professionalnoy-orientatsii-podrostkov-v-usloviyah-dopolnitelnogo-obrazovaniya
Myalkina, E.V. (2011). Developing a competitive specialist in the economic sphere at university. Nizhniy Novgorod: NGPU named after K. Minin.
Oriol, M.D., Brannagan K., Ferguson, L.A., & Pearce, P.F. (n.d.) Understanding Career Trajectory: A Degree Alone is Not Enough.https://www.researchgate.net/publication/305257345_Understanding_Career_Trajectory_A_Degree_Alone_is_Not_Enough
Panasyuk, V.P. (2015). Vocational guidance work and profile education in a modern school: experience and innovations. Saint Petersburg: LOIRO.
Parsons, Frank (1909). Choosing a vocation. Boston and New York: Houghton Mifflin. https://archive.org/details/choosingavocati01parsgoog
Pisareva, S.A. (2005). Designing an educational environment for profile education: methodological recommendations for a selective course. Saint Petersburg: RGPU.
Povarenkov, Yu.P. (1991). Psychology of professional development of a personality. Kursk: KROST.
Povarenkov, Yu.P. (2002). Psychological content of professional development of a person. Moscow: URAO.
Prokhorova, M.P., & Sedykh, E.P. (2016). Designing an individual educational route for a bachelor in the process of mastering managerial disciplines. Azimuth of scientific research: Pedagogy and Psychology, 3(16), 124-127.
Pryazhnikova, E.Yu., & Pryazhnikov, N.S. (2010). Professional guidance. Moscow: Akademiya.
Rezapkina, G.V. (2012). Express diagnostics of professional interests and inclinations of 6-7 and 8-9 grades’ schoolchildren. Klassnyj rukovoditel', 4, 47-107. http://psyjournals.ru/authors/47574.shtml
Rezapkina, G.V. (2013). Professional guidance: new horizons. Employee service, 1, 66-70.
Rezapkina, G.V., Suvorova, L.N., Romanova, N.F., Antonicheva, S.I., & Tupikova, E.E. (2015). To help career counselors. Yoshkar-Ola.
Ricci, L., & Boccardi, V. (n.d.) Effective use of educational and vocational guidance services in distance education: the experience of USGM. Italy. https://jyx.jyu.fi/dspace/bitstream/handle/123456789/22919/ricci_boccardi.pdf?sequence=1
Romanova, E.S. (2013). Organization of career guidance at school. Moscow: Akademiya.
Semarkhanova, E.K., Bakhtiyarova, L.N., Krupoderova, E.P., Krupoderova, K.R., & Ponachugin, A.V. (2018). Information technologies as a factor in the formation of the educational environment of a university. Advances in Intelligent Systems and Computing, 622, 179-186.
Sergeev, I.S. (2017). Designing a system of organizational and pedagogical support for the professional self-determination of students under vertically integrated continuous education. Moscow: Pero.
Smirnova, Z.V., Mukhina, M.V., Kutepova, L.I., Kutepov, M.M., & Vaganova, O.I. (2018). Organization of the research activities of service majors trainees. Advances in Intelligent Systems and Computing, 622, 187-193.
Stefansdottir, D. (n.d.) Educational and vocational guidance in Iceland. Euroguidance Centre, Iceland. https://www.erasmusplus.is/media/euroguidance/Educational-and-vocational-guidande-in-Iceland.pdf
Tartur, Yu.G. (2004). Competence approach in describing results and designing standards for higher professional education. http://fgosvo.ru/uploadfiles/npo/20120325221547.pdf
Tolstoguzov, S.N. (2015). Education abroad. Obrazovanie i nauka, 1(120), 151-165. https://doi.org/10.17853/1994-5639-2015-1-151-165
Troitskaya, I.I. (n.d.) Competence approach in the vocational guidance of 8-9 grades schoolchildren at the lessons of additional education: methodological aspect. https://cyberleninka.ru/article/v/kompetentnostnyy-podhod-v-professionalnoy-orientatsii-uchaschihsya-8-9-klassov-na-urokah-dopolnitelnogo-obrazovaniya-metodicheskiy
Vehbi, Bayhan (2014). The role and function of school sociologist in guidance system. European Journal of Research on Education, 2(2), 271-275. http://iassr2.org/rs/020231.pdf
Vocational guidance education in full-time compulsory education (n.d.). http://www.nefmi.gov.hu/download.php?docID=2332
Zapesotskaya, N.A. (2006). Project culture as a factor of professional success of a specialist in social and communicative sphere. Bulletin of Moscow State University of Culture and Arts, 3, 124-127.
Zeer, E.F. (2005). Psychology of professions. Moscow: Akademicheskiy proyekt; Fond “Mir”.
Zeer, E.F., & Symanyuk, E.E. (2014). Theoretical and applied bases for predicting personal professional future. Fundamental research, 9(8), 1863-1869. http://www.fundamental-research.ru/ru/article/view?id=35157
Zhitkova, V.A. (2012). Problems of improving the quality of training and demand for university graduates under economic modernization. In: Problems and prospects of development of education in Russia: Collection of works of XV International scientific-practical conference. Novosibirsk: NGTU.
Zimnyaya, I.A. (n.d.) Key competences as a result-oriented basis of the competence approach in education. http://fgosvo.ru/uploadfiles/npo/20120325214132.pdf
Published
2021-08-29
How to Cite
Fedorov, A. A. ., Mialkina, E. V. ., Sedykh, E. P. S., & Zhitkova, V. A. . (2021). Model of managing the professional-educational route of a future specialist. Revista Tempos E Espaços Em Educação, 14(33), e16325. https://doi.org/10.20952/revtee.v14i33.16325
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