Keyword: «career guidance»

The article reveals the need to form preschoolers' ideas about professions through gaming activities. A category of children was identified with high, medium and low indicators of the level of formation of ideas about the world of professions according to the method of G. A. Uruntaeva and T. I. Grizik. The results of the formative stage of an empirical study with a group of children of senior preschool age are presented, aimed at forming ideas in preschool children about the world of professions in the conditions of play activity.

One of the elements of the state policy in the field of education is the professional guidance work among schoolchildren. From the 18th century measures have been taken in Russia to make schoolchildren focus on the pedagogical profession. In 2021-2023, the Ministry of Education of the Russian Federation set a new vector in this direction related to the opening of classes of psychological and pedagogical orientation, organization of educational events and implementation of vocational guidance projects aimed at pedagogical profession. The purpose of this article is to justify a way to assess the results of directing schoolchildren at the pedagogical profession. The work defines the concepts of "professional guidance of schoolchildren" and "professional self-determination of schoolchildren," as well as reveals their relationship, presents the structure and levels of readiness for professional self-determination of students, proposes and substantiats the model of the final exam for students of the eleventh grade of psychological and pedagogical specialization as a way to assess the results of directing high school students at the pedagogical profession. The study used such methods as analyzing regulatory documents and psychological and pedagogical literature on the problem of the article, modeling and testing the model for assessing the results of directing schoolchildren at the pedagogical profession in the form of a final exam, content analysis of motivational letters of participants in the final exam and analysis of the results of the final exam. Theoretical significance lies in the development of a model for assessing the results of directing schoolchildren at the pedagogical profession. The study presents the experience of the Omsk State Pedagogical University on testing one of the ways to assess the results of pedagogical career guidance work with schoolchildren – the model of the final exam. The final exam for eleventh grade students was organized by the Omsk State Pedagogical University in 2021-2022 and 2022-2023 academic years. More than 120 students became its participants. The qualitative results of the study prove the validity of the proposed model. This model of the final exam can be used on the territory of all constituent entities of the Russian Federation, where specialized psychological and pedagogical classes operate.

The Decree of the President of the Russian Federation "On National Goals and Strategic Objectives for the Development of the Russian Federation" sets out the task of ensuring the competitive ability of Russian education on a global scale and placing the Russian Federation among the 10 leading countries in the world in terms of the general education quality. In addition, it is required to increase its accessibility to citizens using the achievements of innovative economic development. The realities of today dictate the need to search for new technologies and ways to achieve the set goals. Modernization processes in any area of human life are aimed at improving the current situation by abandoning old stereotypes and transition to new forms of work. Modern geopolitical circumstances imply the need to update the modern education system towards its total digitalization. Digitalization of education should be considered as a tool for expanding the learning environment, choosing an individual educational trajectory, and building personal learning scenario. The purpose of this study was to examine the possibility of using forms of distributed education in career guidance work with schoolchildren within the framework of the project "Arctic Teacher in the Republic of Sakha (Yakutia)". It describes the experience of Yakutsk Pedagogical College in using digital educational resources as an opportunity to work with schoolchildren from hard-to-reach Arctic and Northern settlements of the Republic. It concerns the creation of pedagogical classes at colleges (Yakutsk, Namsky, Vilyuysky) to promote the development of the project "Arctic Teacher" and raise the prestige of the pedagogical profession among young people. The article also highlights the activities of the Small Pedagogical Academy for schoolchildren, where various events and competitions are organized. Intermediate results show that graduates of the Small Pedagogical Academy demonstrate professional determination, successfully go through the adaptation period of training in college, use educational platforms, display leadership characteristics.

The topicality of the issue of university faculty providing support for students choosing their professional pathways stems from the long-felt need for changes in universities’ and faculties’ performance, with such changes being implemented in the form of more substantial career guidance support. The latter is to be offered not only to those entering universities and then-graduates but also to those who are ‘in between’ these two categories. Our research was aimed to reveal how faculty itself feels about this role, in what way this support can be implemented and what kind of problems and barriers they can face in this process. With the use of pedagogical, psychological and acmeological approaches, possible algorithms of such interaction between a teacher and a student can be established. The expert survey we conducted showed that the majority of the surveyed demonstrated positive approach towards providing career guidance support as part of their performance, with the elements thereof being incorporated into the teaching process and demonstrating certain understanding in what forms such support should be granted, whereas in the course of in-depth interviews, a number of those taking part in the expert survey described potential problems and barriers in implementing such kind of tasks. The practical importance of our research can be reflected in the revealed opportunity of implementing such pedagogical model into university teachers’ performance, which will allow to make the qualitative shifts of bachelors’ training resulting in individuals then joining workforce being well aware of their professional goals and having made a conscious and informed choice of their career pathway.