PERSONAL ATTITUDES AS A FACTOR OF SUSTAINABLE PROFESSIONAL CHOICE AMONG STUDENTS OF PEDAGOGICAL UNIVERSITY

Abstract

The article presents a theoretical analysis of the role of personal attitudes in ensuring a sustainable professional choice among students of a pedagogical university. The relevance of the study is determined by the contradiction between the high social significance of the teaching profession and the internal unpreparedness of a considerable part of graduates for long-term pedagogical activity, as evidenced by empirical data on low professional self-identity and the predominance of external motives for choice. The objective of the work is to reveal the content and mechanisms of the influence of deep pro-pedagogical attitudes on the stability of professional self-determination of future teachers. In the course of the study, sustainable professional choice was presented as a dynamic process requiring constant internal confirmation. A three-level structure of pro-pedagogical attitudes was identified and described, including a value-semantic core, a reflexive-attributive component, and developmental attitudes. Key mechanisms of stabilizing influence were outlined, among which are selective-interpretative, identificational, and adaptive. It is proven that the formation of this system of attitudes serves as the main internal factor determining the quality, awareness, and long-term stability of choosing the teaching profession. A conclusion is drawn about the necessity of a fundamental restructuring of the educational environment of the pedagogical university, implying a shift of emphasis from the transmission of knowledge to the purposeful, step-by-step formation of professionally significant personal positions through the introduction of practice-reflective technologies at all stages of training.