У статті розглядається проблема вибору професії в студентському віці; аналізується навчання як провідний вид діяльності; характеризується поняття професійного самовизначення, особливістю якого є орієнтація на престижність професії, на елітність, охопленість ідеєю швидкої кар’єри, багатства; визначається динаміка професійної мотивації, що має досить складний характер і змінюється від курсу до курсу; узагальнюються вимоги щодо професійного самовиховання; визначено зміст професійної готовності як відображення мети педагогічної освіти, що акумульовано у професіограмі.
The article deals with the problem of transition from teenage to adolescence, including a sharp break of internal position, change of attitude towards the future, the choice of the future profession of teacher of Ukrainian language; emphasizes that it is very difficult and important step, because of the correct choice of profession depends the future of person, his self-realization, life satisfaction; analyzed study as a leading training activity; characterized the concept of professional self-determination as a multidimensional and multistep process in which an allocation problems of society and the formation of individual lifestyle, and its feature is determined focus on prestige professions, elite, the need of rapid career, wealth; determined psychological and individual psychological factors that form the basis of professional self-determination, including psychological preparedness and unpreparedness; describes the dynamics of professional motivation, which is quite complex and varies from course to course (emphasis on overcoming difficulties in the adaptation of first-year students); summarizes the requirements for professional self-training of student, which begins with understanding the difference between perceptions of themselves as future professionals and their real possibilities; defined system of motives and sources underlying the professional self; drawn attention to the problem of separation of students in higher education institutions in terms of responsible attitude to this type of activity (indeed responsible, irresponsible and performers); defined the content of professional readiness (it includes highlighting the psychological, physiological readiness and scientific-theoretical and practical training as a professional basis) as a reflection of the purpose of teacher education that accumulated in professiogram, which is kind of roster that includes a set of personal and business features socio-political, psychological, pedagogical and technical expertise necessary to perform teachers daily professional duties.
