Methods for activating professional self-determination of a person at the stage of pre-professional development: the experience of foreign countries

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Abstract

The article presents an overview of modern international studies of the problem of activation of professional self-determination of high school students. The results of the study conducted by Chinese scientists aimed at studying cognitive and affective self-esteem and their role in building the educational and professional path of high school students are presented. The effectiveness of applying relevant interventions in the classroom to enhance the professional interest of high school students in STEM professions, a model that combines natural sciences and engineering subjects into a single system, is analyzed in comparison to the study conducted in Germany. Mentoring is considered as a mechanism for professional self-determination in high school, contributing, in the opinion of Swedish scientists, to solving the problem of a shortage of specialists in the labor market. The article gives a comparative analysis of the systems of academic training and initial vocational education, which provides graduates with a smooth transition to the modern labor market. The experience of Denmark is analyzed, which is an institutional context for the study of inequality associated with vocational education.

General Information

Keywords: professional self-determination, professional choice, pre-professional development, activation of professional self-determination, cognitive and affective self-esteem, relevant interventions, mentoring, vocational education

Journal rubric: Educational Psychology

DOI: https://doi.org/10.17759/jmfp.2022110306

For citation: Egorenko T.A. Methods for activating professional self-determination of a person at the stage of pre-professional development: the experience of foreign countries [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 3, pp. 61–70. DOI: 10.17759/jmfp.2022110306. (In Russ., аbstr. in Engl.)

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Information About the Authors

Tatiana A. Egorenko, PhD in Psychology, Associate Professor, Head of the Chair of Pedagogical Psychology named after Professor V.A. Guruzhapov, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2934-5657, e-mail: egorenkota@mgppu.ru

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