FORMATION OF THE PROFESSIONAL IMAGE OF THE WORLD OF COLLEGE STUDENTS

Makeeva G.A.

Moscow City Pedagogical University
Moscow, Russia
e-mail: gamlet.75@yandex.ru

The problem of professional self-determination in the context of mid-level specialist training remains relevant despite its extensive study in psychology, pedagogy, and other related sciences. This assertion is based on the changing professional landscape of modern society, one manifestation of which can be seen in the emergence of new trends in the movement of human resources in the labor market, the emergence of new professions, and changing attitudes toward the understanding of traditional professions.

At the same time, psychological and educational literature notes that there are serious problems associated with secondary vocational education. One of the central issues concerning secondary vocational education is the problem of applicants' awareness of their choice of profession. Experimental studies indicate that today's adolescents (at the age of entry into secondary vocational schools) have difficulty understanding themselves, their desires, and their needs. This leads many adolescents entering college to, on the one hand, seek to avoid school education, while, on the other, being determined by external factors, such as, "I'm a good teacher to my younger brother," or "My girlfriend went to college and I'll be attending with her." Thus, the age of adolescents entering college can be characterized by an unstable self-image, a situational hierarchy of values, and susceptibility to external influences. If we add to this the variability of the world of professions, then the need to design a special educational environment that promotes the effective professionalization of the individual in the context of a transforming professional picture of the world becomes obvious.

For a clearer understanding of the tasks involved in shaping this environment, a detailed study of the patterns of individual professionalization is necessary. This issue is part of the problematic field of numerous psychological studies. In fundamental Russian psychology, the analysis of various aspects related to the professional personality is based on the traditional activity-based approach [7; 10; 11; 12; 14; 17; 19; 20; 24]. The main areas of this scientific analysis are the disclosure of the natural relationships between personality and professional activity, the description of the process and mechanisms of professional personality development, the identification of factors that determine the variable and constant components of the professional personality, etc.

In foreign scientific works, the problem of professionalization of personality is considered mainly within the framework of trait theory: personality psychodiagnostics [1; 18; 25], phenomenological psychodiagnostics [9, etc.], taxonomy of personality traits [26, etc.] and career psychology [28, etc.].

Professional consciousness as an object of psychological research appears in a small number of scientific works. This is despite the fact that psychology has adopted a fundamental thesis on revealing the relationship between individual human activity and social experience, represented by cultural objects, through the analysis of consciousness [4; 5; 6; 8; 12; 23; 27].

Despite important patterns concerning the characteristics of a person's entry into a profession, it should be noted that many issues related to the specifics of secondary vocational education within these studies have remained outside the scope of scholars and practitioners. At the same time, there is reason to believe that understanding the initial stages of a person's entry into a profession and the formation of the foundations of professional consciousness are linked to the development of specific features for the design of developmental secondary vocational education. This will make this education more effective, tailored to the age-appropriate needs of students, and will also help build a comprehensive system of continuous vocational education.

The stability and predictability of the surrounding world during late adolescence serve as the foundation for the optimal formation of a young person's professional worldview. Its development is largely determined by the adolescent's experience of the corresponding social developmental situation. A consistent relationship between the objective demands of the current society and the young person's subjective attitude toward their social position determines the formation of an optimal image of a promising professional future. Conversely, destructive conflict in the social developmental situation contributes to the emergence of an uncertain professional worldview in the adolescent.

In modern Russian psychology, the concept of "image of the world" is used to describe consciousness. "Consciousness in its immediacy," writes A.N. Leontiev, "is a picture of the world that opens up to the subject, in which he himself, his actions and states are included" [12, p. 167]. It should be noted that the concepts of "picture of the world" and "image of the world" are usually considered equivalent in psychology. The phenomenon of "image of the world" is interpreted as an essential characteristic of consciousness. The work of psychologists, linguists, psycholinguists [1; 3; 12; 15; 23, etc.] is devoted to the study of various aspects of the "image of the world". A generalized analysis of approaches to defining the "image of the world" allows us to identify the dominant opinion of scientists that "the picture of the world (image of the world – G. M.) is a semantic field, a system of meanings, through which the objective world is revealed to a person» [15, p. 48]. In our study of the professional image of the world of students, we will be guided by the following definition: professional image of the world – system meanings about professional reality, mediating subject-object and subject-subject relationships in the context of joint professional activities.

The professional image of the world has a two-component structure: the core and the periphery [15, p. 53]. The core is an invariant, constant part, while the periphery is variable. A.A. Leontiev notes that the invariant part includes values that describe the shared vision of the world of a specific social group. In turn, the variable part of the image of the world encompasses the personal meanings of the subject as a member of this social group [13]. E.A. Klimov also identified a two-component structure of the image of the world: individually significant and generally significant [10]. Revealing the functional significance of these substructures of the image of the world, E.A. Klimov pointed to their crucial role in achieving a stable, balanced relationship between the uniqueness of the individual and human sameness. The author writes: «…every person “doer” (professional) has the right to make his or her contribution to the understanding and interpretation of what “common interests” are» [Ibid., p. 174]. With this thesis, E.A. Klimov reveals the essence of the psychological mechanism of resilience, which is the subject's adequate reflection of the objective world and the world of common positions during their identification with the common, uniform. The more detailed (reflected) the knowledge of individual, group, typical, and general human characteristics, the greater the balance of the worldview [Ibid.].

In our study of worldview, we distinguish two approaches to worldview analysis: the professional worldview and the individual (personal) worldview. The following differences exist between them. The core of the professional worldview includes a set of mental images of oneself as a professional, the professional reference environment, the nature of relationships with it, as well as objects of professional culture and how to engage with them. The periphery comprises ideas about current cultural values that shape public attitudes toward a specific professional field. In this understanding, the professional worldview is presented as maximally amodal. The individual worldview also contains a core—a set of ideas about oneself as a value, one's personal characteristics, and significant qualities—and a periphery—images of the reference environment, social connections and relationships, cultural objects, etc. The individual worldview is characterized as maximally modal. These characteristics suggest a substantive asymmetry between the professional and individual (personal) worldviews.

The development of a professional worldview is particularly pressing for students in secondary vocational educational institutions. Previously [see 16], we identified differences in the social developmental situations of high school students and college students. For college students, the dominant need is for self-affirmation among peers and teachers. Moreover, this need is characteristic of the previous age stage – early adolescence. High school students need to develop a worldview about their professional future and actualize their learning motives. Differences in the motivational and need-based spheres of the personality of high school students and college students lay the foundation for different vectors of developing a professional worldview. The formation of a professional worldview in an adolescent (high school student, college student) based on inadequate (uncharacteristic of psychological age) motivation contributes to the development of the following personal destructions: mastering a profession that will satisfy the need for power and material enrichment, chosen on a conformist basis, due to the avoidance of social disadvantage, intrapersonal complexes, etc. The professional image of the world of such a young person will be vague, since its invariant part, the core, will be partly modal. Let us recall that the vagueness of the professional image of the world is understood as «...the unformedness of collective images of consciousness (collective ideas, collective meanings) about the content of joint activities and communication among the participants in a single situation of professional interaction» [15, p. 46]. In other words, the subject lacks clear ideas about the content of the corresponding professional activity. In the national linguistic consciousness, there are sufficient descriptions of examples of an inadequate motivational basis for the professional image of the world. For example, the widespread opinion is that «Those who want to solve their internal psychological problems go to study psychology»"And in most cases, as noted by practical psychologists, this is true. More examples:«If you can't do anything, become a teacher», «If you know a foreign language, you'll definitely earn your living by tutoring.», «Go to a technical university, you'll find yourself a husband there.»" etc.

Pilot studies show that when making a career choice, modern youth are guided by reviews and opinions about the profession read on social networks, statements voiced on television screens, information on the websites of educational organizations, etc. If previously, when choosing a future path in life, school graduates were guided by the authoritative opinion of their parents, as well as by the professional personality of this or that famous person, now words (for example, «msu», «tower», «baumanka», «pedagogical institute», «psychologist», «teacher», «manager» etc.), supported by the evaluative opinion of a large virtual audience, have greater motivating power.

To meaningfully uncover the motivational basis of a professional worldview, we conducted a study of first-year college students' perceptions of their future professions. Over 1,000 students aged 16-17 years, majoring in pedagogy at the K.D. Ushinsky Institute of Secondary Vocational Education, Moscow State Pedagogical Univ. During a directed associative experiment, respondents provided individual responses to the stimuli "Reasons for Choosing a University" and "Reasons for Choosing a Profession." According to our methodological principles, in late adolescence, the motivational basis of the constant component of a professional worldview should be informed by ideas about oneself as a future professional, their future professional reference environment and the nature of their relationships with it, as well as the objects of professional culture and how to engage with them. Below are some examples of the results of a frequency analysis of the associates provided by respondents, presented in descending order of frequency (Table 1 and Table 2). The tables indicate the most frequent associative reactions, which, in our opinion, constitute the core of the professional image of the world, since they are the shared opinion of the majority of members of the social group under study.

 Table 1

Results of frequency analysis of respondents' associates to the stimulus "Reasons for choosing a university"«

REASONS FOR CHOOSING A UNIVERSITY (Arbat College)	Frequency rank
Convenient location and infrastructure	49
The teachers are highly qualified specialists	28
Availability of budget places/passed on the budget	26
Absence of the Unified State Exam	26
Positive reviews on the Internet	26
I love children and want to help them	24
Lots of different practices	21
Highly rated college	19
College at Moscow State Pedagogical University	19
On the advice of parents/friends	19
REASONS FOR CHOOSING A UNIVERSITY (Dorogomilovo College)	Frequency rank
Convenient location and infrastructure	39
The teachers are highly qualified specialists	37
Availability of a wide range of specialties	24
On the advice of parents/friends	22
Friendly staff, pleasant atmosphere	22
I love children and want to help them	13
Free meals and a good canteen	12
Active and interesting student life	11
Interesting training program	11
Positive reviews on the Internet	11
REASONS FOR CHOOSING A UNIVERSITY (Izmailovo College)	Frequency rank
Convenient location and infrastructure	53
On the advice of parents/friends	40
I like the building and the interior	39
The teachers are highly qualified specialists	35
Positive reviews on the Internet	30
Friendly staff, pleasant atmosphere	24
Friends of mine are/were studying here.	21
College at Moscow State Pedagogical University	19
Availability of a wide range of specialties	18
I love children	17

Table 2

Results of frequency analysis of respondents' associates to the stimulus "Reasons for choosing a profession"«

REASONS FOR CHOOSING A PROFESSION (Arbat College)	Frequency rank
I love children and want to help them.	91
A sought-after specialty, a decent salary, and career growth	45
Profession inclination	41
Opportunity to become a teacher/special needs therapist	28
Interesting training program/profession	28
Self-development and self-realization/knowledge transfer	27

Family traditions and having a role model	24
Personal, non-professional interest	22
Social aspect	20
Creative and organizational aspects in the profession	19
REASONS FOR CHOOSING A PROFESSION (Dorogomilovo College)	Frequency rank
I love children and want to help them.	48
Profession inclination	46
Self-development and self-realization/knowledge transfer	39
Interesting training program/profession	31
Opportunity to become a teacher	27
It will come in handy in life	26
A sought-after specialty and a decent salary level	21
Previously associated with this direction	16
The teachers are highly qualified specialists	10
Personal, non-professional interest	9
REASONS FOR CHOOSING A PROFESSION (Izmailovo College)	Frequency rank
I love children and want to help them.	95
Profession inclination	56
Interesting training program/profession	40
It will come in handy in life	34
A sought-after, promising specialty and a decent salary level	33
Family traditions and having a role model	24
Opportunity to become a teacher/educator	22
On the advice of parents/friends	21
Availability of budget places	20
Availability of additional education	19

The results presented show that the motivational basis of respondents' professional worldviews includes reasons for choosing a university and profession that are both truly related to professional activity and "superficial," unconscious, personal-problem-related motivations. For example, the leading motive for choosing a university is its convenient location. In other words, the geographical location of the educational institution in the capital region becomes decisive for the young person's future professional development. The specialties taught at the given university are of secondary importance. The underlying motive for this choice is the parents' need for the safety of their teenager, who is forced to travel to school independently. Adults accompanying the teenager is impossible due to the potential for social stigma from their peers. Therefore, choosing a "school in the yard" type of university is primarily convenient for the young person's parents. Other inappropriate motives for choosing a university include: positive reviews in Internet, will come in handy in life, I love children, free meals and a good canteen.

Some motives for choosing a profession can also be characterized as inadequate. The leading motive for choosing a profession is love for children and the desire to help them. In the national pedagogical consciousness, the stable expression when assessing the personality of a teacher is «a teacher must love children»" The greatest Russian educators V.A. Sukhomlinsky, Sh.A. Amonashvili and others, within the framework of the development of humane pedagogy, established love for children as the most essential quality of a teacher, which testifies to the high degree of his spirituality and professionalism [21]. Let us quote the words of V.A. Sukhomlinsky about the teacher's love for a child: «We are talking about wise human love, inspired by a deep knowledge of the human, an understanding of all the weaknesses and strengths of the individual - about love that warns against reckless actions and inspires honest, noble actions. Love that teaches one to live - such love is not easy, it requires the exertion of all the forces of the soul, their constant dedication» [22]. At the same time, it raises doubts that, naming as the leading motive love for children, a 16-year-old boy is fully aware of it. After all, young people at this age are not yet characterized by either "«"wise human love"», no «"deep knowledge of human"», no «"understanding all the strengths and weaknesses of the individual"» etc. After all, the personality of a young man/woman is still being formed. A natural question arises as to how deeply and fully older teenagers can understand the concept love for children? This motive probably arises as a result of: social learning in the perception of the education system by the media, the subjective significance of the image of the first teacher during schooling, the satisfaction of the need to replenish family deficiencies, etc. Inadequate motives can also include personal, non-professional interest, social aspect, will come in handy in life, availability of budget places.

These facts reveal the essence of the transformation of the professional image of the world of older teenagers, manifested in an inadequate hierarchy of motives when choosing a profession, indicating its uncertainty.

An examination of the problem of developing the professional worldview of students in the secondary vocational education system within the context of L.S. Vygotsky's cultural-historical theory allows us to identify a central issue concerning the foundations, patterns, and conditions for the formation and development of professional consciousness. A look at the development of young people's professional consciousness in this context allows us to highlight the dominant role of collaborative activity in this process. The fundamental tenets of L.S. Vygotsky's cultural-historical approach explain the formation of a professional personality, which occurs through the acquisition of special signs and symbols—professional language—and through collaborative professional activity. According to Vygotsky, collaboration with other people is the foundation of personality development [5]. With regard to a professional personality, the basis for its formation is interaction with other professionals, initially represented by a system of external professional relations, subsequently internalized into the internal plane.

It should be noted that this idea of L.S. Vygotsky's is implemented in vocational education in a completely opposite way. When acquiring a profession, including in secondary vocational education institutions, students are initially equipped with theoretical, abstract knowledge, and only in the middle, and sometimes even at the end of their studies, are they provided with the conditions for putting this knowledge into practice. This leads to the formation of a "gap" between theoretical knowledge and practice, the fusion of which is required by educational standards in both universities and colleges.

The pedagogical technology for acquiring theoretical abstract knowledge and implementing it in practice, currently existing in higher and secondary vocational education, fundamentally contradicts L.S. Vygotsky's idea of the primacy of meaning over significance. Implementing this idea of the author of cultural-historical theory in vocational education means developing a didactics focused on the interests of students. To foster such interests related to professional activity, it is necessary to immerse students in the practical professional activities they are mastering from the very beginning of their vocational training.

One of the main methods of constructing developmental secondary vocational training is game. The unique understanding of play in cultural-historical psychology stems from the fact that the player simultaneously fulfills two functions: the development of professional consciousness and professional training. There is reason to discuss two aspects of using play in teaching college students. The first relates to the well-known fact that modern adolescents exhibit significant discrepancies between their official (real) and psychological ages. It is noted that even among students at higher education institutions, one can encounter not only psychologically younger adolescents but also elementary school students and even preschoolers. Using play in this context will help students mature and master the basic forms of play. The second aspect of using play in teaching college students is related to so-called professional games, which, on the one hand, allow students to immerse themselves in the practical activities they are studying and, on the other, consciously engage with the practical activities they observe and facilitate their entry into the profession.

Thus, optimal development of college students' professional worldviews is possible through the creation of a nurturing educational environment. A key characteristic of a nurturing educational environment in professional learning is the creation of socially oriented coordinate systems within the educational institution, supported by the authoritative opinion of a reference group. This is made possible by creating discussion platforms, incorporating significant employers into the educational process, engaging students in research and projects, and extensively using game-based learning methods.

  

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25. Cattell RB. Structured personality learning theory. N.-Y.: Praeger, 1983. 204 p.
26. Goldberg LR. Language and individual differences: The search for universals in personality lexicons. In: Wheeler, L. (Ed), Review of Personality and Social Psychology. – Beverly Hills, CA: Sage Publications, 1981. Vol. 2. P. 141-165.
27. Myskin, SV. Introduction to Organizational Psycholinguistics. Journal of Psycholinguistic Research (2021). https://doi.org/10.1007/s10936-021-09785-0
28. Super DE. The Psychology of careers. N.-Y.: Harper Row, 1957. P. 362.