A dynamics of readiness of future designers is todevelopment of professional career

- Алєксєєва, С.В. (2017) A dynamics of readiness of future designers is todevelopment of professional career Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка (13). pp. 59-65. ISSN 2223-5752

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Abstract

The article analyses the results of an experimental study that confirms the effectiveness of training designers for the development of a professional career. It is established that for the successful formation of readiness of future designers to develop a professional career requires a complex of organizational and pedagogical activities that ensure the positive dynamics of the formation of the phenomenon is being studied. On the basis of system of indicators of diagnostic criteria, it was determined the initial level of formation the readiness of future designers to the development of a professional career. Definitely, that both the control and the experimental group, the level of readiness for the development of a professional career is not sufficient. The low level of readiness of the positional criterion is characteristic for the majority of future designers (76.56% and 75.0 % of students). The level of formation of a meaningful, technological and creative criterion is also low. In the course of the experiment was obtained a statistically significant difference in the willingness to develop the professional career of students in experimental groups. After the formation stage of the research, in the experimental groups a decrease in the number of students with reproductive (from 77.39% to 2.61 %) level of readiness. At the same time increased the number of students from the reconstructive (from 20.53% to 73.96%) and interpreting (from 2.08% to 23.43%) level of readiness for the development of a professional career. Comparative validation of control sections of the experiment indicates a statistically significant difference readiness levels of future designers to the development of a professional career. Consequently, the use of a complex of organizational and pedagogical activities (personalization of career and educational routes, modelling of the innovative context of professional activity in the developing environment of the educational institution and stimulating motivation for career development) testifies about the success of the forming influence and feasibility of further implementation in the process of training future designers to the development of professional career.

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