Keyword: «vocational training»

The modern system of higher education is at the stage of its internal structure active modernization in general, which is due to new, relevant requirements of the economic sphere and the “social order” of the state for training of competitive specialists with developed transversal competences and the ability to cope with constantly changing conditions. The purpose of this article is to define the concept of "individual educational trajectory" and related categories; consideration of the advantages of using an individual educational trajectory (IET) in the process of higher education in a historical context. To achieve this goal, the leading methodological approaches were used, among which an important place was given to the systemic, axiological, personality-oriented and reflexive approaches. The article provides a detailed theoretical analysis of the problem of introducing an individual educational trajectory into the system of higher education. The relevance of reforming the system of higher education in the context of the introduction of IET based on the legal aspect of this area is justified. A retrospective analysis of foreign and domestic experience in the development of ideas for the individualization of higher professional education in our country was made. The authors give a detailed analysis of the practice of introducing an individual educational trajectory in the leading universities of the Russian Federation with the definition of the training programs structure and the benefits of introducing IET. The theoretical significance of the introduction of an individual educational trajectory in accordance with the program to support universities "Priority 2030" is substantiated. The theoretical significance of the article lies in the substantiation of the substantive aspect of the definition of "individual educational trajectory"; analysis of the semantic correlation of this concept with related terms "individual educational route" and "individual educational program"; synthesis of the advantages of introducing an individual educational trajectory in the leading higher educational institutions of the Russian Federation. The practical significance of the article is in determining the theoretical basis for further construction of an experimental study of individual educational trajectory implementation in the Federal State Autonomous Educational Institution of Higher Education “Crimean Federal University named after V.I. Vernadsky".

Specialized training today is designed to solve a number of pressing and urgent problems, one of which is to increase the motivation of young people for future professional activity, the formation of key competences and practical skills necessary for its implementation. Career guidance and self-determination of schoolchildren seem to contribute to this but, as the practical work in specialized psychological and pedagogical classes shows, this is far from the real case. It is worth noting that career guidance and self-determination are focused on the elimination of particular problems, and are part of the overall work on the organization of specialized training, which, however, in our opinion, is much broader than it may seem at first glance. Therefore, the aspect of studying the system of education in specialized classes seems to us particularly important. This circumstance makes it possible to formulate the purpose of the article, which is to describe the model of teaching in specialized psychological and pedagogical classes. The system activity-oriented approach, as a fundamental principle of education, allows us to build an appropriate model of a teacher's activity in organizing training in classes of psychological and pedagogical orientation. The practical involvement of high school students in active pedagogical activity contributes to the formation of motivational, personal, behavioral spheres, as evidenced by their qualitative changes. The proposed training model differs significantly from the traditional vision of building a pre-professional education. The author's interpretation is based on an integrated approach that allows to reach all students through involvement in project, research, and practical activities. Schoolchildren already at the stage of special training try on the roles of educator, teacher, instructor, researcher. The theoretical significance of the article lies in the description of the model of training in specialized psychological and pedagogical classes; comparative analysis of approaches to the organization of pre-professional and vocational education in domestic and foreign practice; generalization of the modern system of specialized training. The practical significance of the article consists in substantiating the author's model of teaching in specialized psychological and pedagogical classes (the case of Yevpatoria schools), which will help both the authors and the scientific community deal in the future with issues of specializing to diversify the types and forms of involvement of the pedagogically interested generation in future professional activities.