THE DYNAMICS OF DEVELOPMENT OF THE PROFESSIONAL IMAGE OF THE WORLD OF COLLEGE STUDENTS

Tsvetkova A.A.

State Autonomous Educational Institution of Higher Education "Moscow City Pedagogical University",
Moscow, Russia
e-mail: alina.tswetkowa2012@yandex.ru

Introduction

                  The category of "professional worldview" was identified in research by Russian psychologists relatively recently, several decades ago. One of the first attempts to define this phenomenon and study the characteristics of its formation was made by E.A. Klimov. In his works, the scientist identified the structure of the professional worldview, dividing it into general and more specific planes, significant for specific professional activities [11]. He also proposed a classification of the individual worldview based on the subject of work with which a person deals in the process of professional activity ("person-person", "person-technology", "person-sign system", "person-nature", "person-artistic image") [12].

Summarizing the definitions of the concept "professional worldview" given by various researchers in the fields of professional psychology, psycholinguistics, and psychosemantics, we can identify the following: it is a specific system of perceiving the surrounding reality and ways of interacting with it through the prism of professional activity, mediated by individual life values and meanings, as well as personal and social semantic meanings in the context of a specific profession. The influence of professional worldview on an individual's lifestyle is also noted, especially during long-term employment in a particular professional field.

The structure of a professional worldview can be divided into a core and a superficial layer. The former is less susceptible to change and typically represents relatively established value-semantic guidelines that determine the motives for any individual activity. The latter reflects individual perceptual characteristics and is more fluid. Some researchers also identify a semantic layer as a transitional layer between the core and superficial layers, which carries group and individual meanings and intentions specific to a particular individual. Furthermore, the professional worldview is processual in nature, meaning all its structural elements are in continuous interaction.

In addition to the structure of a professional worldview, its substantive components can also be identified. Based on an analysis of psychological and pedagogical literature devoted to research on this issue, I.V. Sergeeva identifies the following components:

1. The motivational-needs component includes various needs of the individual (social, spiritual and physical), which, in turn, determine the motives (goals, intentions, interests) of professional activity.
2. A value component that reflects general life-purpose orientations, which in turn form the values of professional activity (position in society, salary, prestige and status, circle of like-minded people, the possibility of self-realization through the profession, etc.).
3. The cognitive component, which represents a set of cognitive processes (knowledge, skills and abilities) in the context of the chosen profession, as well as the general cultural outlook of a person.
4. A behavioral component that manifests itself in the process of communication within the framework of professional activities, often also flowing into everyday life.
5. A reflexive component that reflects the attitude towards the profession and determines the ability to adequately analyze and evaluate the professional activity being carried out, to recognize oneself as the subject of this activity, to evaluate one’s own capabilities and potential development prospects [20].

However, the issue of the mutual influence of a person's individual worldview, including its professional component, and the activities in which they are involved as a subject of labor remains poorly understood. This problem has been developed in a relatively small number of studies [6; 15; 18; 19; 21; 22; 23; 25]. These studies examine the process of formation and change of a person's professional worldview depending on various factors: type of profession, motives and length of service, stages of personal and professional development, conditions of professional activity, etc.

At the same time, to date, there are virtually no studies devoted to the formation of college students' professional worldviews during their education, but it is precisely during this period that the first stages of personal development as a professional occur, and therefore, the development of a primarily formed professional worldview also occurs [16; 20]. Considering also the rapid changes in the socio-economic environment, entailing new trends in the secondary vocational education (hereinafter referred to as SVE) system and the constantly increasing demands that society places on graduates, the relevance and importance of the problem of forming and dynamically developing college students' worldviews is difficult to overestimate.

 

Features of the formation of the professional image of the world of college students in the context of the modern secondary vocational education system

            As noted above, an individual's worldview, including its professional component, as a set of ideas about the surrounding reality and ways of interacting with it, is largely formed during adolescence. During this period, a person is typically an active participant in educational and professional activities; accordingly, the educational process has a direct and significant impact on their personal and professional development. Society has recognized the importance of this influence not just recently—more than 20 years ago, A.A. Leontiev noted that the formation of a professional worldview is one of the tasks of specialist training [13, p. 273].

When studying the formation and development of a person's worldview, it is necessary to consider the role of age-related development, in particular, such a component as the social situation of development, since it represents the starting point for all dynamic changes occurring in development during this period [5, p. 258]. Adolescents' substantive interests increasingly determine their interactions with others and often surpass in importance everyday interactions with peers. Moreover, the quality of communication, both with representatives of their own age group and with elders, reaches a new level, from the perspective of an "adult." At the same time, older adolescents are faced with the inevitable choice of self-determination in the professional sphere, which requires a certain level of critical assessment of their own values, interests, and abilities, as well as their adequate correlation with the opportunities of the profession [10].

Moreover, this important process in the life of every individual is often subject to external pressure (from society, parents, etc.). The problem of identity crisis also plays a significant role—the period of college education (12–20 years, according to E. Erikson) marks the key stage of acquiring a sense of identity, including the beginning of the development of a professional identity as a way of relating oneself to a specific professional group. This period is characterized by role confusion in the process of finding one's place in life, when adolescents begin to realize that their own opinions of themselves do not coincide with those of those around them, and that their own ideals are not generally accepted [26, p. 139].

Modern vocational education is subject to constant modernization due to the general trend toward qualitative change in the education system as a whole. The Strategy for the Development of Secondary Vocational Education until 2030, approved by the Ministry of Education of the Russian Federation, aims to meet the needs of society and the state for workers who possess the necessary professional and general (personal) competencies.

Due to the ever-increasing demands placed on vocational education graduates, much attention is now being paid to developing the aforementioned competencies in students. The goal of professional training is not only to master the basic competencies necessary for high-quality work performance, but also to foster creative development potential and improve personal and professional competencies for the future. Ultimately, a high level of graduate competence is the primary goal and quality outcome of an educational institution's activities.

Thus, the concept of "competence" is significantly broader than the concepts of "knowledge," "abilities," and "skills," as it also encompasses a person's orientation (motivation, value orientations, etc.), their ability to overcome various difficulties, demonstrate flexible thinking, and such character traits as independence, determination, willpower, the ability to self-reflect, and adequately assess oneself. Consequently, the process of developing competencies is a multifactorial process that influences the personal and professional development of a student as a professional, and their personality is the primary guideline and central factor determining the characteristics and direction of an individual's behavior, regulating human activity in society [24].

At the 2023 All-Russian Forum on Secondary Vocational Education, the following trends in the secondary vocational education system were identified: practice-oriented education and digitalization. The emergence and potential for these trends to develop are linked, among other things, to the ongoing upgrade of educational institutions' equipment in line with the needs of educational programs and the development of a new set of competencies for secondary vocational education system staff to effectively implement educational activities.

Educational content and teaching methods are also changing with the emergence of new pedagogical technologies. Innovative, practice-oriented technologies are gaining increasing popularity, allowing students to be almost immediately immersed in a professional context by maximizing learning conditions to closely resemble real-world work environments. Among the distinctive features of such technologies is their focus on developing students not only the competencies necessary for future work but also their personal and professional values regarding professional activity and their own professional education.

The choice of modern pedagogical technologies for developing professional competencies should promote student engagement in independent research, exploration, and analysis of educational information, developing the ability to independently engage in professional activities, and enhancing professional values [4]. In this regard, interactive, informational, project-based, and gaming technologies, as well as contextual learning technologies, problem-based learning, case studies, and others, are gaining increasing popularity.

It's important to note the reforms in vocational education at the federal level. Already in their first year of study, students at colleges participating in the federal "Professionalism" project are immersed in technological processes directly in production, which undoubtedly has a significant impact on the development of their professional worldview. Students also have access to various competitions, such as the All-Russian Professional Skills Championship "Professionals," where participation allows them to demonstrate the skills they have acquired during their studies, and winning prizes are considered a significant professional achievement. At educational institutions participating in the "Professionalism" project, the state final assessment is a Demonstration Exam, in which graduates must complete practical assignments within a set timeframe, primarily assessing the development of their professional competencies.

Summarizing theoretical approaches to understanding the phenomenon of professional worldview, in particular its substantive components (motivational-needs, value, cognitive, behavioral, and reflexive), the influence of professional education on the qualitative outcome of its development becomes obvious. According to Yu.I. Alyamkina, the process of forming, establishing, and developing a professional worldview should be facilitated by targeted, coordinated, and specifically conducted work by teachers across all aspects [1].

Taking into account also the demands of society on modern specialists, one of the pressing problems of modern professional education is the development of their abilities and needs for the constant renewal of professional knowledge and skills, in creative self-development, and in the focus on achieving heights of professionalism [3].

In the secondary vocational education system, the issue of developing the professional worldview of students in vocational educational institutions can be addressed through a student-centered educational paradigm. The central element of student-centered vocational education is professional development—the development of the individual through vocational training, mastery of a profession, and performance of professional activities [9, p. 266].

Thus, the importance of vocational education in shaping students' professional worldviews is difficult to overestimate. Consequently, the primary goal of modern vocational education is to select content, technologies, and teaching methods that are appropriate to the goal of providing opportunities for students' personal and professional development and the positive development of their professional worldview.

The specifics of the formation of the professional image of the world of students in creative professions

Based on the principles of humanistic psychology, it can be argued that aesthetic needs (for beauty, harmony, order, etc.) are among the highest in the hierarchy of human needs. They can be satisfied, among other things, through creativity, which occupies the highest level in this hierarchy as a process of self-expression and manifestation of the individual's essence.

Creativity, as a process of change, transformation, and the unification of various forms of matter, is characterized by a common quality—the creation of a necessary, previously nonexistent result [7]. This definition speaks to its constructive function, meaning that an individual must have a need for creation in order to realize the creative act.

As E.A. Klimov noted, «representatives of professions such as «person – artistic image» are able to embody an idea or a certain mood in a concrete, directly perceived holistic image, and also evaluate and analyze this embodiment» [12, p. 193.]

Another author, D.N. Zavalishina, asserts that «high achievements and recognition by society in so-called creative professions and activities (such as art, literature, science) are obviously connected with the extreme involvement of a person in the corresponding activity, its assessment as the main value in life, the work of life» [8, p. 11].

Indeed, given the position that the individual psychological specificity of professional activity and professional development of an individual is determined by their life-purpose orientations, it can be assumed that a creative professional orientation reflects certain personal values, such as beauty, creativity, freedom of expression, an active life position, etc.

A creative profession requires constant self-improvement, self-improvement, a high level of cognitive activity, the ability to self-reflect, adequately evaluate one's work, and accept criticism. Creativity is also impossible without drawing on one's own and others' experiences, cultural traditions, and a combination of various knowledge, skills, and abilities. Most professions of this type require such qualities as attention to detail, the ability to focus on one task for extended periods of time, a high level of self-discipline, and good hand-eye coordination. A keen eye, a broad outlook, an openness to new experiences, and a desire to learn and create based on that knowledge are undoubtedly essential for the creative process.

Because creative acts are difficult to initiate voluntarily, those in these professions often experience what's known as "lack of inspiration," when the creative process stalls or the result leaves the individual unsatisfied. In such cases, the importance of psychological resilience and the ability to overcome creative, professional, and personal crises becomes apparent.

Thus, the choice of a creative profession as a personal and professional self-determination presupposes a set of certain specific factors corresponding to the chosen direction of work, such as:

1. Personal and professional values, attitudes and guidelines.
2. Intellectual abilities, physical qualities and mental properties.
3. Personal needs that determine the motives for professional activity.
4. Specific interests and hobbies.

Given the above-mentioned principle regarding the influence of professional activity on a person's lifestyle, certain professional deformations can be observed in individuals engaged in creative work. For example, a designer, over time, begins to unconsciously evaluate various objects in the surrounding reality through the prism of their profession (the harmony or disharmony of a composition, the observance or justifiable violation of typographic rules, the success or failure of color combinations, etc.). This contributes to the development of visual acuity and the formation of a personal style, which is undoubtedly an important aspect of the successful and high-quality performance of professional tasks. In this case, this professional deformation cannot be considered destructive. Rather, it significantly influences the development of a professional worldview.

It's also worth noting an interesting difference in how creative professionals perceive certain words that have a specific, established meaning for the rest of us. For example, the word "composition" is perceived by most people as something abstract, while for musicians it has the very specific meaning of "a musical work," and for artists, "the organization of objects in a given space." Another example is the word "viewing," which is most often perceived as "the act of seeing," while for dancers it's "casting," and for artists, "an exam in creative academic disciplines.".

Summarizing all of the above, we can conclude that the specificity of the formation of the professional image of the world of students in creative specialties is expressed in a special set of many factors that influence the processes of perception and reflection of reality in the consciousness of the individual, as well as professional deformations of the personality and the assignment of specific semantics to certain stimuli words.

Methods of empirical research

To organize the empirical study, a three-layer model of the image of the world was used as a basis, based on the principles of the psychology of subjective semantics and the study of the subjective experience of the individual (E. Yu. Artemyeva, V. P. Serkin, Yu. K. Strelkov, et al.) [2]. Here, scientists distinguish the following layers: nuclear ("image of the world" in the narrow sense), semantic ("picture of the world") and perceptual (the level of sensory perception). Moreover, the nuclear layer simultaneously "controls" the other layers and has a significant influence on subjective perception, but in the process of any activity it can also include semantic definitions of objects and attitudes towards them, conveyed by more superficial layers.

As an analysis of scientific works has shown, the following methods are used in research to study the formation of a professional worldview according to this structural model, depending on various parameters: the core layer is studied through conversations, interviews, methods for studying motivation, value and life-purpose orientations, and the level of subjective control; the semantic layer is studied using methods of subjective semantics and psychosemantics (specialized semantic differentials and associative experiments); and the perceptual layer is studied through the description of subjective experience and the analysis of practical activities.

To observe the dynamics of the development of college students' professional worldviews, the following experimental group was selected: 20 students from state-funded groups in each year group (80 in total) studying for the Graphic Designer program. It should be noted that there is currently very limited research on the professional worldview of "person-artistic image" professions, confirming the need for due attention to this issue.

The empirical study aimed to examine the core and semantic layers of the professional worldview as reflecting the most important components of its structure. The core layer, as a goal-motivational complex, was studied using Methods for studying value orientations (M. Rokeach, adapted by D.A. Leontiev), the semantic layer as a carrier of certain individual and group meanings - with the help of associative experiment.

The empirical study was carried out separately for each course, after which a comparative analysis of the results for each course was carried out and the identified trends in the substantive dynamics of the layers of the professional image of the world of college students were described.

Results of the empirical study

Methodology for studying value orientations or MITSO (M. Rokich, adapted by D.A. Leontiev) This is one of the most common methods for studying the value-semantic sphere of an individual, based on the direct ranking of a list of values. Here, a value is understood as a type of stable belief that a certain goal or way of being is preferable to another. This method allows us to study an individual's preferred life values (terminal or goal-based values and instrumental or means-based values), and therefore the core layer of college students' worldview, which reflects the content of the motivational-needs sphere of an individual.

The results of the study of the dynamics of value orientations among students in their first through fourth years are presented below in grouped histograms (Figures 1–6). For clarity, value ranks were assigned a weight inversely proportional to their position in the value hierarchy (i.e., the most significant rank, 1, now has a maximum weight of 18).

Figure 1. Comparative analysis of terminal values by courses.

The value "Interesting Work" consistently ranks high, especially in the fourth year, when students are quickly faced with choosing their future career. The consistent importance of this value indicates students' interest in their professional development. Also noteworthy is the increasing importance of the value "Active, Active Life," which may indicate a growing desire to live a rich and fulfilling life and to be an active participant in various activities (including work) during their studies. The values "Health" and "Love" also rank quite high among students in all years of study. The importance of the values "Life Wisdom" and "Beauty of Nature and Art" fluctuates across different years.

Figure 2. Comparative analysis of terminal values by courses.

The value "Materially Secure Life" was found to be consistently very important. It ranked first among first- and third-year students. A trend toward a decreasing importance of the value "Having Good and Loyal Friends" was also observed among senior students, while the value "Cognition" increased in importance. This may be due to the fact that senior students are transitioning from late adolescence to adolescence, and their priorities shift from interpersonal communication to a more conscious understanding of themselves and their surroundings. The value "Development" also ranks quite highly among students of all years. The value "Productive Life" consistently ranked quite low. The importance of the value "Public Recognition" fluctuates across different years.

Figure 3. Comparative analysis of terminal values by courses.

The value "Freedom" consistently has a very high weight. It ranks first among second- and fourth-year students. Students in all years also share the values "Creativity" and "Confidence in
"For Yourself." The values "Happy Family Life" and "Happiness of Others" are consistently considered insignificant or even rejected. Interestingly, the importance of the value "Pleasure" declined sharply after the first year, but then tended to increase.

Figure 4. Comparative analysis of instrumental values across courses.

A high importance rating was found for the value "Independence." This value ranks first among first- and fourth-year students. The value "Cheerfulness" ranks quite high among students in all years of study. Up until the third year, the importance of the professionally significant value "Diligence" tends to increase, but it remains quite high in the fourth year. It can be assumed that students are increasingly beginning to feel closer to professional fulfillment and therefore strive to develop this quality. The importance of the values "Accuracy" and "Well-mannered" decreases by the fourth year, while "High Expectations" increases again after declining in importance in the second year.

Figure 5. Comparative analysis of instrumental values across courses.

High levels of significance are observed for the values "Education (except for second-year students), "Responsibility," "Rationalism," and "Self-Control." "Education" and "Self-Control" rank first among third- and second-year students, respectively. "Courage in defending one's opinion" has a relatively high, but inconsistent, weight. "Intolerance of shortcomings" is rejected by absolutely all students and ranks last on the list.

Figure 6. Comparative analysis of instrumental values across courses.

The very high importance of the "Broad-mindedness" value among students of all years is indicative. This may indicate a general curiosity and openness to new ideas, which are characteristic of creative professions. The value of "Efficiency in Business" consistently ranks moderately in importance. Notably, second-year students rank high in the values of "Tolerance," "Honesty," and "Sensitivity"—qualities that are demonstrated in interpersonal communication. However, second-year students have a low importance of the value of "Strong Will.".

Thus, the following conclusions can be drawn:

1. Students of all courses define high importance for themselves as specific («Health», «Interesting work», «Having good and loyal friends»), and abstract terminal values ("Freedom", "Cognition", "Development", "Creativity").
2. By the senior years, an increase in importance becomes noticeable. terminal values of professional self-realization ("Active, active life", "Interesting work"), importance personal life values often tends to decrease («Health», «Love», «Happy family life», «Having good and loyal friends»).
3. Individual terminal values («Materially secure life», «Freedom», «Creativity», «Health», «Active life», «Self-confidence», «Entertainment») prevail over terminal values of interpersonal relationships («Happy Family Life», «Happiness of Others») in all training courses except for the value «Having Good and True Friends».
4. Among instrumental values are of quite high importance to students of all courses of study values of professional self-realization («Responsibility», «Efficiency in business», «Strong will»), while there is a noticeable increase in the importance of the value «Executiveness».
5. Instrumental values of self-affirmation («Independence», «Courage in defending one’s opinion», «Strong will») in aggregate have approximately the same significance as values of acceptance of others ("Tolerance", "Sensitivity", "Breadth of View").
6. Intellectual instrumental values («Education», «Rationalism», «Self-control») often prevail over emotional values («Cheerfulness», «Intolerance to shortcomings») in all courses of study.

Associative experiment (method of directed associations) makes it possible to analyze the semantic layer of the image of the world, based on the individual meanings of certain concepts associated with professional activity both in general and specifically with a creative specialty.

To compare the results of the directed associative experiment, the most frequent responses for each stimulus word in each course were taken. The results are presented below (Table 1).

Table 1

Comparative analysis of the results of the associative experiment

	1st year	2nd year	3rd year	4th year
Professional education	College/ average – 6	College/high school – 3	College/high school – 4	College/high school – 7
Profession	Graphic designer/design – 9	Graphic designer/design – 9	Graphic designer/design – 8	Graphic designer/design – 11
Professional	Master - 4 Designer – 4	Master of his craft – 4 Experience – 4	Master - 5	Graphic Designer – 4 Master - 4
Professional activity	Work/labor activity – 8	Work – 5	Work – 7	Graphic Design – 5 Work in the profession - 5
Professional development	Career growth/ladder – 4	Skills Development – 4	Advanced training – 4	Training – 4
Graphic design	Packaging design/ logos – 2 Computer – 2 Poster - 2 Profession/ specialty - 2	Creation/ creative profession – 6	Computer/working with programs – 5	Computer/working with programs – 4 Creativity – 4
Creation	Drawing – 2 Life – 2	Art – 3 Creating something new – 3	Life – 3 Self-expression – 3	Self-expression – 4
Composition	Arrangement of elements in space – 4	Abstraction - 2 Graphics – 2 Painting – 2	Figures – 4	Abstraction – 3 Formation – 3
Design	Architecture – 6	The process of creating something – 5	Layout - 5	Architecture – 4 Development – 4
Design	Appearance – 3 Website/Landing Page Design – 3	Visualization – 3 Design – 3	Visualization – 3 Design – 3	Visualization – 4 Website design – 4

Based on a comparative analysis of the most common associations among students from 1st to 4th years, the following conclusions can be drawn:

1. For the «Vocational Education» incentive, students of all years tend to associate «College» or «Secondary» as the dominant association.
2. In response to the «Profession» stimulus, students of all years predominantly associate «Graphic designer» or «Design», with the frequency increasing towards the 4th year.
3. For the "Professional" stimulus, students in all years most frequently associate "Master" with "Graphic Designer" or "Designer." First- and fourth-year students also associate "Graphic Designer" or "Designer" with the same frequency.
4. In response to the "Professional Activity" stimulus, students in all years tend to associate "Work" with the "Work" association. Fourth-year students also associate "Graphic Design" with a similar number of responses.
5. For the Professional Development incentive, the most common associations vary across all courses.
6. In response to the stimulus "Graphic Design," first-year students elicited a variety of associations. In second-year students, the most common association was "Creativity" or "Creative Profession." Among third-year students, the most common association was "Computer" or "Working with Software." In fourth-year students, the most common associations were "Computer" or "Working with Software" and "Creativity.".
7. In response to the stimulus "Creativity," the association "Life" is most common among first- and third-year students. In third- and fourth-year students, the response "Self-expression" is also popular.
8. The most frequent associations to the stimulus "Composition" vary across different years. Students in the second and fourth years evoke the association "Abstraction" several times.
9. For the "Design" stimulus, the predominant association among first- and fourth-year students is "Architecture." Also popular among fourth-year students is the response "Development.".
10. In response to the stimulus «Design», students of all courses associate «Design» and «Visualization» (except for the 1st year).

Summarizing the findings of the associative analysis, we can conclude that students in all years share common semantic understandings of the concepts of "Profession," "Profession," "Professional," and "Professional Activity." However, fourth-year students' associations are more often biased toward their chosen profession, indicating the development of a professional identity and a sense of belonging to a specific group.

Graphic design, as a profession being mastered, evokes disparate associations in the first year, whereas in senior years it has very specific associations directly related to the creative process and the use of technical means and techniques necessary for high-quality performance of the work of a graphic designer.

Creativity in the senior years is more often understood as a process of self-expression. When choosing an association for the word "Design," one can notice that senior students (2nd-4th years) tend to come up with professionally described associations, i.e., not "Appearance," but "Visualization." This may be due to students learning professional terms during their studies and using them in everyday communication, which indicates the development of a professional consciousness.

Thus, as rightly noted by S.V. Myskin, the professional consciousness of a specialist can be formed only in the process of mastering special subjects of work in the conditions of joint professional activity organized with the help of verbal communication [17].

Summarizing the results of the conducted study, based on the empirically obtained results, it can be stated that the professional image of the world of college students really undergoes substantive changes at the nuclear and semantic levels, which is manifested in its value-semantic and semantic dynamics of content.

 

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