TRAINING OF STUDENTS FOR SUPERVISORY SUPPORT OF SCHOOLCHILDREN
IN PROFESSIONAL SELF-DETERMINATION

Lyudmila V. Kurochkina¹, Valentina V. Konstantinova²*, Natalia G. Arzamastseva³,
Larisa V. Basova⁴, Irina V. Trubyanova⁵, Andrey V. Rybakov^6
1Assoc. Prof., Mari State University, Russia, curochkinaludmila@yandex.ru
²Assoc. Prof., Mari State University, Russia, mar.pedagog@gmail.com
³Assoc. Prof., Mari State University, Russia, Natta69@mail.ru
³Assoc. Prof., Mari State University, Russia, lvbasova75@gmail.com
⁵Assoc. Prof., Mari State University, Russia, opleva@mail.ru
⁶Assoc. Prof., Mari State University, Russia, andrrrryb@rambler.ru
*Corresponding author

Abstract

Development of schoolchildren’s willingness to choose the professional activity is one of the key tasks of general education. The success of it depends on accordance with personal interests, characteristics, abilities of schoolchildren and the needs of the labor market. The work of teachers as tutors is the most effective in this direction. It consists in assistance to schoolchildren in choosing the profession tightly connected with their self-determination in the life. Supervisory support implies interaction between the teacher and the schoolchild or a group of schoolchildren, where they reveal their own Self-concept, become aware of the needful-motivational sphere and ??three interrelated conditions for successful professional choice: "I want", "I can, "I need". The result of tutors work is the formation of motivational, valuable, cognitive, active and appraisal-reflexive components. The problem of training tutors for professional self-determination of schoolchildren is of high relevance nowadays. 

The aim of the research is the development and approbation of the willingness model of future teachers for the supervisory support in self-determination of schoolchildren. The object of the study is professional training of students of pedagogical specialties. The subject of the research is the process of formation the willingness of future teachers for tutoring professional self-determination of schoolchildren. Methods used in the research are theoretical analysis, SWOT-analysis, pedagogical modeling, questioning, method of expert marks, calculations, etc. The study of the motivational, cognitive, activity-based, evaluative, and reflexive components of willingness allows us to note the positive dynamics in the course of training students for tutors work.

Keywords: tutor, supervisory support, professional self-determination, willingness for tutoring, motivation-evaluative component, cognitive component, activity component, evaluation-reflective component.