Keyword: «career guidance»

The article is aimed at analyzing and improving existing career guidance practices. Today, children are changing, the world of professions, society, professionally important qualities are undergoing changes, that leads to the need to justify, fill in new technologies for professional self-determination. The purpose of the article is the analysis of modern technologies of career guidance in adolescence and young age, the evaluation of the effectiveness of training programs for students to make a conscious choice of profession in the ever-increasing complexity of expanding living conditions. The authors note the importance of building up readiness for a conscious and independent construction of a personal educational and professional route, the active inclusion of students, their parents in the process of self-determination. The basic methods of career guidance are considered: informational, activating, developing, diagnostic and consulting. The target category of the study is students in grades 7–9. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (questioning, testing, formative experiment). The development of proposals for improving the system of modern career guidance is rather relevant. As a result of rethinking new approaches to career guidance, the authors focus on the training of specialists providing psychological and pedagogical support to students in the process of formation and implementation of the educational and professional route. The results of the study can be the basis for working out new instruments and the content of professional self-determination. The study meets the important challenge of the present – the creation of a system of professional self-determination of students and professional growth of specialists. The materials of the article can be used by bachelor students in psychological and pedagogical areas of training, researchers and practitioners dealing with career guidance issues, and for the organization of psychological assistance to students.

The article presents some pages of the history of career guidance at the Institute of Foreign Languages of PetrSU (formerly at the Department of Foreign Languages of KSPI), accentuates the importance of high-school students’ professional self-determination, and highlights some directions, forms and methods of career guidance at the IFL. A tribute is also paid to the problem of close interaction between the university and secondary educational institutions. The authors summarize the experience of a number of teachers of IFL and provide vivid examples of the participation of teachers, students of IFL and students of secondary schools in the city of Petrozavodsk and the Republic of Karelia in cooperative career guidance activities.

. The study examined the features of professional self-determination of high school students in urban and rural schools. The study involved 64 high school students of city school No. 5 RB, Kumertau and 34 high school students of rural schools of the Orenburg region p. the Steppe. The average age of high school students is 17 years. Summarizing the results obtained, we can say that the professional self-determination of high school students in urban schools is mainly associated with the choice of social and entrepreneurial professions, and the choice is due to the material capabilities of the profession and the simplicity of its implementation. The practical significance of the research is that the use of these methods allows us to conclude that the regional factor affects professional self-determination and motivation of teaching.

This article is devoted to a translation practice as a fundamental of an elective course in a foreign language for pupils of secondary school. The local group of principles which realizes job-oriented focus is described. The aim of the course and its substance is denoted.

The article describes the system of work on the implementation of the course "Artificial Intelligence" for secondary schools, considered as part of career guidance and lifelong learning model, implemented in the partnership "school-university".