Professional Self-Consciousness as a Condition of Students’ Readiness for Professional Activities
Abstract
The purpose of this research is to assess the relationship between professional self-consciousness and readiness for professional activity. Students’ readiness for professional activities is the basis for successful adaptation to the requirements of the profession in the future. In the process of professional education great importance is given to the qualification component of readiness for professional activity: knowledge, skills and abilities. At the same time, the most important factor in professional development is psychological readiness, which includes student's conscious attitude to the chosen specialty, motivation to solve professional tasks, and a certain level of expression of professionally important qualities. An important role in the development of readiness is given to professional self-awareness. The theoretical basis of the conducted empirical research is an idea of Lomov (1984) on the cognitive, regulatory and communicative subsystems in the structure of human psychology, the theoretical model of psychological readiness for professional activity, approaches to defining the content of professional self-awareness. The study involved students of the humanities, natural sciences and technical direction of training. The correlation between psychological readiness for professional activity and the components of professional self-awareness were used in the process of empirical research. The establishment the relationship between the level of readiness for professional activity and professional self-awareness allows to attribute self-awareness to the determining conditions for the development of readiness. The results of the study can be used in the process of professional education to assess and develop the student's readiness for professional activity.