COMPONENTS OF PEDAGOGICAL ASSISTANCE IN THE FORMATION OF TECHNICAL UNIVERSITY STUDENTS’ READINESS FOR PROFESSIONAL ACTIVITIES

Abstract

When addressing this topic, it is necessary to emphasize the main objective of vocational education, which, in accordance with the Law on Education, is defined as the training of specialists whose competencies meet the requirements of the global labor market and ensure the necessary level of competitiveness. It is particularly noted that technical education, in response to the challenges of the present, is currently the focus of state policy and the economy. The current socio-economic situation, the increased demand for technical specialists, their competence, and their importance in the global labor market, will undoubtedly help to address the most pressing issues of the domestic economy. This is why it is important to justify the process of pedagogical support for the formation of students’ readiness for professional activity in the educational space of a technical university. The article analyzes the concept of future specialists’ readiness for professional activity, citing researchers, and provides an author’s specific elaboration of the complex components of this phenomenon within the framework of the conducted research (the presence of stable motives for the chosen type of professional activity; self-assessment of the level of preparedness for professional activity; and the formation of basic professional and socially significant values of regional orientation). Based on the conducted questionnaire of students, the authors substantiated and formulated the functional components of the necessary pedagogical assistance in the formation of students’ readiness for professional activity at a technical university (professional-cumulative, motivational-cognitive, problem-reflective).