Pedagogical Potential of the Career Guidance Course "Professional Career Planning" to Form Pupils and Students' Self-Determination in the Integrated System "School-Vocational College"

By Sibgatova, Kadriya I.; Sabirov, Ilshat T. et al. | Review of European Studies, January 2015 | Go to article overview

Pedagogical Potential of the Career Guidance Course "Professional Career Planning" to Form Pupils and Students' Self-Determination in the Integrated System "School-Vocational College"


Sibgatova, Kadriya I., Sabirov, Ilshat T., Sadovaya, Victoria V., Vlasova, Vera K., Leyfa, Irina I., Yatsevich, Lyubov P., Fassakhova, Guzel R., Review of European Studies


Abstract

The article is aimed at revealing pedagogical potential of an elective career guidance course to form pupils and students' professional self-determination in the integrated system "school-vocational college". The basic approach to research this problem is an integrative one that causes efficiency of pupils and students' career guidance work in dual integrated system. The content of career guidance course "Professional Career Planning" developed and presented in this article is aimed at pupils' professional self-determination formation, consciousness and steady interest in choosing future profession. As for vocational college students, the course is directed towards the students' choice of their own individual educational and career way, revealing their adaptation abilities to future professional activity. Materials of the article are of value for school and vocational college teachers while organizing and planning career guidance work at the educational institutions.

Keywords: elective career guidance course, pedagogical potential, professional self-determination, pupils, students, school, vocational college, integrated system

1. Introduction

The right profession choice provides a number of production results: fast profession mastering, stimulation of professional improvement, strengthening of labor discipline, etc. The person's ability remains unrealized if the chosen incorrectly profession causes labor dissatisfaction and various losses such as increasing of training period and difficulties in mastering a profession, refusal of professional improvement, change of work and looking for other profession, growth of occupational diseases and industrial accidents, etc.

The necessity for school and vocational college integration implementation of career guidance work arises from situation that a pupil becomes a student. It leads to his status change, to new training conditions transition and new life conditions.

A contradiction situation arises in the development of the personality status change because pupils are still schoolchildren, but there is necessity to prepare them to life self-determination, to a professional choice. A pupil becomes a first-year student, and there is a contradiction between new college rules and insufficient experience of the freshman so that at the beginning of each course the student is ready to further training only on the basis of a previous course (Sibgatova, 2011).

Secondary school trains the graduates to be ready for fulfilling a lot of social functions: a student, a worker, an engineer, etc.; but it doesn't graduate pupils prepared to student life, highly skilled workers and engineers. Thus there are problems of adaptation of the school leavers to any following sphere of activity that is unlike secondary school. One of the diverse ways of professional self-determination of school leavers is a vocational college. The college can't help considering this goal of high school. Integration of these educational institutions should be considered as regularity, the principle, process and a way of a conflict resolution between special college tasks and comprehensive type of high school training (Sibgatova, 2010).

School and vocational college teachers take into consideration psychological phenomena of personality transition from being a pupil to being a college student in realization of this task. One of the widespread theoretical and practical points of view about a cardinal psychological differences between a pupil and a student is life experience changing. We mean those problems which were only desired for pupils (professional development of interests, independence on vital questions solution, independence of tastes and manners on adults' opinion, etc.) but which become common, real and accomplishable for students (Klimov, 2007).

Transition originality from school to vocational college involves putting into practice previous intentions and theoretical dreams at every next life stage. …

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