Abstract:

A significant global trend is the globalization of the labor market. Professional mobility is increasing: labor migration, business tourism. Modern recruitment services begin to interact directly with employees, including at the stage of professional education. These facts increase attention to the phenomenon of professional self-determination of a person. According to the results of modern scientific research, professional self-determination is considered as a process and one of the results of personal development of a schoolchild. This process requires the assistance of a teacher. It is obvious that educational activity is an essential factor of professional self-determination. However, career guidance should be seen as a continuous and integrated activity. Therefore, the content of general education subjects and forms of its implementation, additional education has a great potential to support career guidance. Teachers demonstrate how scientific knowledge is related to its application in various professions. Educational psychologists contribute to the self-esteem of schoolchildren' professional aptitudes and abilities. Teacher-librarians, teachers of additional education organize events aimed at broadening the outlook of schoolchildren about the world of professions. Modern forms of career guidance are mastered: project activities, educational tourism, educational Technopark, children's Technoparks "Quantorium", professional training, etc. The elements of this activity are fragmented in the practice of education. As a result, the support of professional self-determination is limited to the participation of schoolchildren in diverse educational activities implemented.

The purpose of this article is to study the difficulties of teachers of organizational, methodical and pedagogical nature, which limit the implementation of a comprehensive support of professional self-determination of schoolchildren.

The methodological basis of the study was the principle of holographic reflection of the phenomena of objective reality. The use of this principle allows us to obtain comprehensive information about the phenomenon of professional self-determination on the basis of its multidimensional representation. The holographic principle can also be seen as a methodical basis for integrating the efforts of educators in broadening schoolchildren's understanding of the world of professions. Based on these provisions, we have developed and applied a toolkit to study the difficulties of teachers in accompanying the professional self-determination of schoolchildren. This toolkit included means of diagnosing the subjective position of the teacher in relation to the support of professional self-determination of schoolchildren. We also developed and applied a questionnaire that identified the sufficiency of professional knowledge and skills required for this activity. The results of the study showed that teachers do not realize the potential of general education subjects in the complex support of professional self-determination of children. Teachers also experience significant difficulties in accompanying professional self-determination through traditional forms and methods of teaching the subject. It is concluded that these results can serve as a basis for the selection of content and the development of active technologies of advanced training of teachers on the organization of comprehensive support for professional self-determination of schoolchildren.

Keywords:

Professional self-determination, pedagogical support, secondary school, teaching staff, schoolchildren, pedagogical diagnostics.