PROFESSIONAL CHOICE OF STUDENTS OF PEDAGOGICAL UNIVERSITY

  • The authors:
    Larisa A. Novopashina
    Evgeniya G. Grigorieva
  • Issue: July 24-26th, 2019
  • Pages: 369-377
  • Section: EDUCATION AND LABOR MARKET IN MODERN AND FUTURE WORLD
  • URL: http://conference-ifl.rudn.ru/369-377/
  • DOI:
    10.22363/09669-2019-369-377

Abstract. The article is devoted to certain aspects of professional choice of
students of pedagogical high school, their ideas about professional
development. The analysis is based on the results of monitoring of students’
satisfaction with the conditions of implementation of educational programs
conducted by Krasnoyarsk State Pedagogical University named after V. P.
Astafiev in 2016-2018. The authors ‘interest in the influence of the
University environment on the students’ ideas about the reasons for their
choice is in the center of attention.
The sample study for data analysis consists of undergraduate students
numbering 408 people in 2016, 349 people in 2017, and 617 people in 2018.
The data were obtained by means of a survey conducted by an anonymous
survey. The questionnaire included 48 direct, indirect, as well as closed and
semi-closed questions. The data obtained during the survey were processed
using content analysis using mathematical and statistical methods.
Features of data processing allowed discussing certain aspects of students ‘
views of the grounds of their professional choice, ideas about professional
development. So, the authors conducted a content analysis and identified the
following groups of the formulations of the answers that allow you to
analyze the choice of the teaching profession and of the University, views
on the future of the profession and the professional development of students.
The authors suggest the following groups of factors. The choices of the
teaching profession and of the University are invited to consider from the
point of view of groups of factors: “Informed choice”, “Status”, “Influence”,
“Bad option”. The authors discuss the analysis of ideas about the future
profession from the point of view of groups of factors: “Content”, “Career”,
“Career guidance”. And to analyze the perceptions of students about the
professional development offered factors: “the Development of up,”
“Development deep into”, “Development in breadth”.
369
DOI: 10.22363/09669-2019-369-377
The choice of teaching profession is quite conscious. About half of the
students are focused on the content of the profession and 10 percent of the
respondents have career expectations.
Students’ ideas about professional development in different years are
associated with “Development deep into”. Every fourth student is focused
on «Development in breadth”. For every tenth student of the pedagogical
University is characterized by movement up the career ladder.
In addition, the article deals with a comparative analysis of data of first-year
students and students of all other courses. According to the authors, this step
allows not only to correlate the results, to see changes in the trajectories, but
also to draw a conclusion about the effectiveness of the University. The
authors found that with each course “Informed choice” and “Status” of the
profession is growing, which indicates the impact of the environment of the
University on the views of students. Also, according to the authors of the
article, the marked tendency of growth of ideas about professional
development “in breadth” among students is a consequence of
popularization of opportunities to participate in project, research activities,
participation in grant programs, etc.
In general, the analysis of the reasons for choosing a profession proves the
weak validity of the professional choice of students of pedagogical
universities. When entering a pedagogical University, every third applicant
does not think much about choosing a profession, choosing a University and
choosing according to their inclinations, abilities and desires. In fact, this
leads to adverse consequences: without strong motivation and professional
self-determination when faced with the problems of entering the labor force,
the young specialist easily refuses all the results of training at the University
and begins to work not in the specialty.
Keywords: professional choice, professional development, professional
orientation, pedagogical education, satisfaction monitoring

Larisa A. Novopashina1, Evgeniya G. Grigorieva2
1
Siberian Federal University, Krasnoyarsk State Pedagogical University
named after V. P. Astafiev, Krasnoyarsk, Russia, e-mail: nla@ippd.ru
ORCID ID: 0000-0002-7497-7557
2
Siberian Federal University, Krasnoyarsk State Pedagogical University
named after V. P. Astafiev, Krasnoyarsk, Russia,
e-mail: eggrigoreva@sfu-kras.ru
ORCID ID: 0000-0003-4091-7385

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