The study aims to track how students' motivation for professional self-determining develops. The professional practice of specialists proves that their successful self-realization in the profession depends on the level of professional self-determination, their awareness of the subjective meaning of the chosen profession, and the development of professional and personal motivation. The paper focuses on the issues of motivational forming for future specialists' professional self-determining. Diagnostics allows for determining the reasons used by students in professional self-determination. Features of diagnosis of the state of development of motivation of professional self-determining university students are given. The concept of “professional self-determination of the individual” is revealed. The significance of motivation theories in fostering students’ professional autonomy is discussed. Developing students’ professional self-determining of motives indicators is highlighted. Finally, the outcomes of the diagnostic procedures are represented. According to the research results, it was established that the motivation for professional self-determination of university students indicates their desire for professional self-development and their awareness of the importance of the chosen profession. The development of students’ motivation occurs through the use of the following forms of learning in the educational process of the university: lecture classes (problematic, thematic, binary, lecture-conferences, lectures-visualization, lectures-disputes); seminar classes (interdisciplinary, search, seminars-discussions, seminars-round tables); business games, training, idea auctions, talk shows, project activities, etc.
he article discusses the provisions of research on the problems of models of professional self-determination. The approaches of scientists to understanding the essence of the concepts of "self-determination", "professional self-determination" are analyzed. The relevance of the topic is due to the fact that the system of professional training of future specialists is not sufficiently aimed at the formation of a specialist as a person and professional with a certain set of personal qualities, values, knowledge, abilities and skills. There is growing interest not only in the development of the theory and practice of social work, but also in the personality of a professional, his features and qualitative characteristics. This work is an attempt to generalize the existing models of professional self-determination and to reveal the specificity of the circumstances of such self-determination for the sphere of social work, as a separate case of self-determination, acquires specific features due to the conflict of individual features and ideas of the future social worker about himself, his role and status in the communities surrounding the individual , about society (formed by cultural norms) and individual factors that are characteristic of this field of activity. The article used such research methods as the method of theoretical analysis, modeling, abstraction. As an approach for analyzing the structure of the act of self-determination, we used the model proposed by P.G. Shchedrovitsky in works on positioning / self-determination / self-identification. The analysis of the phenomenon of professional self-determination through the prism of this model of the act of self-determination made it possible to single out the specifics of the main groups of factors relevant to the process of professional self-determination of a future social worker.
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