DOI: 
http://dx.doi.org/10.15293/1813-4718.2301.12
UDC: 
378.637.013.78.047-057.875
Titova Galina Yu.
Кандидат педагогических наук, Assoc. Prof., Head of the Department of Social Pedagogy, Assoc. Prof., Head of the Department of Social Pedagogy, titova_g@mail.ru, Tomsk, Russia
Shalyapina Svetlana V.
Senior Lecturer, Department of Social Pedagogy, Tomsk State Pedagogical University, ocz@tspu.edu.ru, Tomsk, Russia

The Department as a Subject of professional self-determination of pedagogical university students

Abstract: 
Introduction, problem statement. In modern conditions of changes in the labor market and the system of vocational education, the process of professional self-determination of young people and the resources for its activation, intensification, and optimization are of particular relevance. The authors consider the subjects of the university system of promoting the professional self-determination of students, within which a significant place is determined by the Department of Social Pedagogy. The purpose is to analyze and substantiate the significance of the subject position of the Department of Social Pedagogy in the intra-university system of promoting students’ professional self-determination. Methodology and research methods. Theoretical and empirical methods were used: the analysis of scientific psychological and pedagogical literature and the analysis of the experience of the Department of Social Pedagogy of the TSPU, demonstrating the importance of the subject position of the elements of the intra-university system of promoting professional self-determination of students. Research results. On the basis of the analysis and generalization of the empirical experience of the Department of Social Pedagogy of the TSPU, the main directions in the context of promoting the professional self-determination of students are presented: lined up interaction with social partners – social organizations; organization of pedagogical intensives for TSPU students; support of industrial pedagogical practice of students of pedagogical areas of training; assistance in organizing employment (occupation) of students and graduates. Conclusion. It is determined that the subjective position of the Department of Social Pedagogy affects the “entry” of students of pedagogical areas of training in professional pedagogical activities, their con scious employment in teaching positions (even during their studies at the university) and is considered as one of the conditions for intra-university assistance to professional self-determination of students.
Keywords: 
professional self-determination; the Department of Social Pedagogy; subjectivity; employment; professional test
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References: 

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