PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF PROFESSIONAL DEVELOPMENT OF THE PERSONALITY OF A STUDENT AT THE UNIVERSITY

The psychological and pedagogical support of the student’s personality orientates the educational process not only to training and education, but primarily to the disclosure of its professional and personal potential, the formation of its subjectivity. The article outlines the theoretical prerequisites for the study of this phenomenon: the development of the psyche at different ages, stages of professional development, professional self-determination, crises of professional development, and the educational influence of the team. A theoretical analysis of the scientific literature allowed the authors to develop and test a model for the implementation of psychological and pedagogical support for the professional development of university students. The purpose of the model is the creation of psychological and pedagogical conditions for the professional and personal development of students in a university. The model consists of three stages: immersion of the student in the educational and professional environment, the formation of professional competence, the formation of professional and communicative skills in the labor market. All stages of the model are provided by the integrated work of teachers and specialists, which makes it possible to provide the highest quality support to students. The stage of psychodiagnostics involves the identification of professional and personal characteristics of the student to develop psychological and pedagogical support. At the second stage, the educational trajectory of the student’s active entry into the profession is determined. The third stage is aimed at obtaining knowledge by students of competitiveness, the rules of communicative behavior in the team. In the practical part of the article, on the basis of the model, the results of a study of the personality-professional characteristics of students of the Murmansk State Technical University are highlighted: motivation for learning, awareness of the choice of a profession, professional orientation, and professional identity. In the course of the study, differences were identified in the professional and personal preferences of university students, some of which change during the accompaniment process, others develop further. In the structure of the professional orientation of freshmen after psychological and pedagogical support, the research type of personality remains pronounced, among graduates realistic and social types. These indicators indicate the satisfaction of the need for self-realization, the formation of the position of the subject of professional activity. The percentage of students in both groups by diffuse professional identity status slightly decreased.

concept of education, psychological and pedagogical support, model, stages of work, diagnostics, educational path, professionalization, professional preferences, professional identity.

Pryalukhina А. V., Sozinova M. V. Psychological and pedagogical support of professional development of the personality of a student at the university. Business. Education. Law, 2020, no. 1, pp. 384–388. DOI: 10.25683/VOLBI.2020.50.146.