Keyword: «psychological and pedagogical classes»

The article describes participating in a cooperative project of secondary school educational establishments of Ryazan region and Ryazan State University named for S. Yesenin “Psychological and Pedagogical Classes”. While studying the subject “The Basics of Cross-cultural Communication” the aim to be achieved is to form senior students’ soft pre-professional skills: critical thinking, the ability to build relations with representatives of different cultures, settle conflicts, notice similarities and differences in the behavior, as well as getting knowledge about the etiquette of business communication and preparing for public presen-tation. Students’ answers on the survey after completing the course are analyzed with the aim of pursuing their motivation to further professional orientation. Examples of cross-cultural training sessions and topics for discussion at the lesson are given together with students’ reflection on the experience acquired.

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.

The urgency of searching for innovative career guidance options with students of the digital generation is due to the specifics of their hybrid socialization, combining the impact of the real and virtual environment on the interests of the younger generation, the ideas of high school students about fashionable and sought-after professions. The article reflects the results of a theoretical study of the characteristics of modern schoolchildren, which lead to a distortion of their ideas about their own abilities and make it difficult for them to develop their personal and professional self-determination. One of the main factors contributing to the problems of professional choice even among students of psychological and pedagogical classes is the lack of appropriate motivation among the children of the digital generation and limited knowledge regarding modern professions, in particular, the types of profession of a psychologist. In this regard, the aim of the work was to find effective forms and test an innovative career guidance program for students of the digital generation to increase motivation for choosing a profession as a psychologist. The research is based on a personal activity-based approach. Organizational, theoretical, empirical methods, quantitative and qualitative data analysis and interpretation were used. Empirical results were obtained using standardized methods for diagnosing motives for choosing a profession, determining willingness to choose a profession, identifying awareness, stability of orientation, and propensity for a certain type of profession. The development and testing of an innovative career guidance program based on the idea of joint participation in the analysis of the specifics of the profession of a psychologist, professional tools, types of activity, functions, responsibilities in game and interactive formats with immersion in the real environment of the university has significantly influenced the motivational determinants of students' choice of the profession of a psychologist. The theoretical significance of the research lies in substantiating a new approach to career guidance based on emotional and active immersion in the real environment of the university, the joint participation of schoolchildren, students and faculty in identifying the characteristics of the future profession in gaming and interactive formats, as well as in the substantiated selection and development of forms and methods of career guidance for the profession of a psychologist that best suit this approach, meet the specifics of this particular area of work activity and have a high motivating potential. The practical significance is due to the effectiveness of the proposed methods of career guidance for the profession of a psychologist, which have shown their effectiveness during testing.