Abstract:

The world literature emphasizes the significant effect of career guidance on the success and satisfaction of future professional careers. The search for new approaches to organize vocational guidance work at school is becoming urgent. In modern Russia, significant attention has also begun to be paid to the formation of an economically active young generation. Conceptual and regulatory frameworks for vocational guidance to students have been developed. The development and implementation of effective models of career guidance for young people at different levels (state, municipal and at the level of individual educational organizations) are actively discussed in the literature. However, in real educational practice, the conditions which are necessary to optimize vocational guidance work are not always provided. Modern high school students are not sufficiently informed about professions, the requirements of the profession to a person and their personal qualities.
The aim of the study was to study the teachers’ opinion about the organization of career guidance work in modern school.
The methodological basis of the research is the psychology of professional self-determination, the theory of personal professional development, the conceptual views on the psychological and pedagogical support of the professional self-determination of schoolchildren, as well as the international experience of professional consulting. A questionnaire survey was conducted among 565 school teachers.
The results of the study showed: according to the majority of teachers, more than half of graduates do not make their professional choice by the time they leave school; special classes are needed to support professional self-determination in modern school; there should be individual vocational guidance specialists who need to be specially trained in the vocational education system and organize advanced training and professional retraining of teachers. In the opinion of the majority, in the absence of individual specialists, it is advisable to entrust the work of career guidance to a school psychologist. Among the performers of this task are also named: class teachers, head teachers for educational work and subject teachers. According to teachers, the work to support professional self-determination requires the use of active learning methods. It is also important that the student becomes a full subject of educational activity. According to half of surveyed teachers, the least developed aspects of work to support professional self-determination at school are technologies of specific career guidance practices, i.e. tools and methods of work.

Keywords:

Vocational training, professional self-determination, professional orientation, teacher, students, parents.