Keyword: «readiness for professional activity»

The article considers the concept of professional readiness for activity in the system of modern psychological and pedagogical knowledge as a complex, multidimensional, integrative concept. The relevance of the study is explained by the introduction of the professional standard "Specialist involved in the organization of the children's collective activities (counselor)" in December 2018 and amendments to the Law "On Education in the Russian Federation" (dated December 29, 2012 N 273-FL) that changed the idea of counselor activities from entertainment to educational, the content of professional training, the position and functions of the camp counselor in the pedagogical community of the children's camp. Changing the nature of professional activity entails changes in the understanding and content of the professional training of the camp counselor. The methodological basis of the study is provided by the tenets of philosophical and axiological approaches about a man as a subject, person and individual; about the nature and essence of human activity; about a man as the highest value. The purpose of the article is to consider the essence of professional readiness, to identify the level of readiness and the reasons for unpreparedness of student youth for camp counselor activities. The leading methods for the study of the problem are theoretical analysis and empirical data obtained by the questionnaire method. The theoretical and practical significance of the article lies in the fact that it presents different opinions about the essence of professional readiness in the psychological and pedagogical literature, shows the types of readiness (general, temporary, situational); defines the concept of "professional readiness" from the position of various approaches (functional, procedural, effective). The article gives author's understanding of the essence and structure of readiness for camp counselor activity as a set of components: motivational, physical and special (professional), emotional and volitional. The content of each of the components is revealed, attention is drawn to the shortcomings. The author comes to the conclusion that it is necessary to identify the weakest and insufficiently developed structural components of readiness in the process of training a children's camp counselor in order to purposefully influence them.

The authors of the article examine the issue of personnel training for the field of creative industries in professional educational institutions of secondary vocational education. The relevance of this problem is due to the increased influence of the creative industries on the economic development of Russia and the need for competitive specialists who are ready not only to act professionally, taking into account existing requirements, norms and standards for the production of goods and services, but also to rationally and successfully solve problematic tasks in an ever-changing economic and organizational conditions. The process of their training requires the targeted and step-by-step formation of readiness for future professional activity. The aim of the article is to determine the essence of readiness for professional activity in the field of creative industries, to characterize its components, and to draw conclusions about the key patterns of the process of its formation on this basis. The methodological basis of the research includes the following approaches: a socio-cultural approach that allows us to understand the creative industries and training personnel for them as a specific socio-cultural phenomenon; a polysubjective (dialogical) approach that considers the personality of a future specialist in creative industries as a product and result of his/her interaction with subjects of the educational process and the professional community; an activity-based approach that determines the process of professional training of a specialist in creative industries as a process of mastering general professional activity; a contextual approach related to the chore influence of cognitive and professional motives and the realization of the socio-cultural content of professional activity. As a result of the research, it was found out that the readiness of a graduate of secondary vocational education institution for professional activity in the field of creative industries is an integrative quality of an individual as a person and a subject of activity that is dynamically developing in the process of professional training. The key patterns of the process of formation of the studied readiness are determined by the relationship between its components and external social and pedagogical conditions. The obtained research results expand scientific understanding of the meaning, content and patterns of the process of forming the readiness of a future specialist in creative industries. They identify theoretical and methodological approaches to the process of forming readiness for professional activity in the field of creative industries and specify this concept. In the future, they can be used to develop a model for the formation of specialists' readiness for professional activity in the field of creative industries.

This article addresses the issue of developing professional readiness in relation to the health of future university graduates and the dynamics of the manifestation in the context of a terrorist threat. This issue has not yet been examined in the domestic and international scientific literature. However, the most important condition for realizing the potential acquired during training is the health of future university graduates and their ability to live a healthy lifestyle. Therefore, the aim of this article is to study the professional readiness developed at university in future graduates with different levels of health in the context of a terrorist threat and to ensure the optimal content and quality of education. The study utilized A. N. Leontiev's systems approach to the origins of the psyche, as well as S. E. Motornaya's principles on the priority of the moral foundations of professionalism, the development of a collective consciousness within the professional environment, the creation of a conflict-free atmosphere during education and, subsequently, within the work collective, and a focus on a strategy of cooperation and mutual assistance in professional activity. The reliability of the obtained results was confirmed through the use of mathematical statistics criteria in assessing the results of the empirical work. The assessment was conducted using the ОПТУ-21 terrorist threat assessment method developed by Yu. V. Bykhovets and N. V. Tarabrina, S. Stepanov's questionnaire for self-assessment of health components, and a method for assessing professional readiness components developed by the author in her dissertation research. The results demonstrate the primary influence of the moral and orientation component of professional readiness on the health of future university graduates in the context of a terrorist threat and the need to develop and implement a program to shape it, taking into account the physical, mental, and social components of health. These findings can be applied to the theoretical substantiation and practical implementation of graduate training programs in the context of a terrorist threat, in terms of adjusting their content and outcomes, including in the implementation of government policy on higher education reforming in 2026/2027.