PEDAGOGICAL PORTRAIT OF A GRADUATE OF PSYCHOLOGICAL AND PEDAGOGICAL ORIENTATION
УДК 373.5
Abstract
Introduction: for several centuries, issues of career guidance for schoolchildren have remained relevant. Of particular importance is the orientation of students to the pedagogical profession through their training in specialized classes, which gained popularity after 2021 in connection with the instruction of the Ministry of Education of the Russian Federation to open more than 5,000 classes of psychological and pedagogical orientation. The article examines the history of schoolchildren's orientation to the pedagogical profession in domestic education. Analysis of psychological and pedagogical literature, existing practice made it possible to identify contradictions between the increasing importance of the mass orientation of schoolchildren to the pedagogical profession in specialized classes and the need to personify this process to form the personal characteristics of each graduate - the future teacher. The purpose of the study: to characterize the pedagogical portrait of a graduate of a psychological and pedagogical class. The article reveals the essence of the concept of «pedagogical portrait», and also describes the experience of Omsk State Pedagogical University in determining the pedagogical portrait of a graduate of a psychological and pedagogical class. Materials and Methods: the methodological basis of the study was a personality-oriented approach, in the context of which personality properties were studied, a pedagogical portrait of a graduate of a psychological and pedagogical class was presented. To achieve the goal of the study, theoretical (analysis, synthesis of psychological and pedagogical literature, generalization, concretization) and empirical (study of the products of the creative activity of students) methods were used. The sample consisted of 119 graduates of psychological and pedagogical classes. Results: as a result of the study, the pedagogical portrait of the graduate is presented as an integral characteristic of his personality, which reflects age and generational characteristics, personal qualities, values, motives for choosing a pedagogical profession, achievements and experience of pedagogical unprofessional activity. Conclusion: the presented article is addressed to specialists in the field of vocational guidance for schoolchildren, for teachers and curators of psychological and pedagogical classes, for researchers of the orientation of schoolchildren to the pedagogical profession.
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