Формування готовності до професійної самореалізації майбутніх техніків-технологів харчової галузі у коледжах

Abstract

Виявлено, теоретично обґрунтовано та експериментально перевірено педагогічні умови формування готовності до професійної самореалізації майбутніх техніків-технологів харчової галузі у коледжах, до яких віднесено: формування у майбутніх техніків-технологів харчової галузі мотивації до професійної самореалізації на засадах суб’єкт-суб’єктної взаємодії; розширення змісту навчального курикулуму через інтеграцію акмеологічного та компетентнісного підходів в освітньому процесі коледжу; включення майбутніх техніків-технологів харчової галузі в професію через набуття досвіду професійної самореалізації у позааудиторній роботі та під час навчально-виробничої практики. Виокремлено основні структурні компоненти готовності до професійної самореалізації майбутніх техніків-технологів харчової галузі. Визначено компоненти, критерії та схарактеризовані рівні готовності до професійної самореалізації майбутніх техніків-технологів харчової галузі у коледжах. Спроектовано модель формування готовності майбутніх техніківтехнологів харчової галузі до професійної самореалізації. Уточнено змістове наповнення понять «готовність до професійної самореалізації майбутніх техніків-технологів харчової галузі» та «формування готовності до професійної самореалізації майбутніх техніківтехнологів харчової галузі».The pedagogical conditions of formation of readiness for professional selfrealization of future technicians-technologists of food industry in colleges were determined, theoretically grounded and experimentally tested, such as: formation in future technicians-technologists of food industry of motivation for professional self-realization on the basis of subject-subject interaction; expansion of the content of the curriculum through the integration of acmeological and competency approaches in the educational process in colleges; integration of future technologists of food industry into the profession through gaining experience of professional self-realization in extra-curricular work and during training and production practice. The basic structural components of the readiness for professional selfrealization of future technicians-technologists of food industry were distinguished. The components, criteria and levels of readiness for professional self-realization of future college food technologists have been determined. The model of formation of the readiness of future technicians-technologists of food industry for professional self-realization was designed. The meaningful content of the following concepts was specified: “readiness for professional self-realization of future technicians-technologists of food industry” and “formation of readiness for professional self-realization of future technicians-technologists of food industry”. The model of formation of the readiness of future technicians-technologists of food industry for professional self-realization in colleges consists of theoretical, procedural, and resultant blocks. The theoretical block of the model includes the purpose, scientific approaches, tasks, and content of the training of future technicians-technologists of food industry for professional self-realization. The procedural block of the model consists of such elements as stages of preparation, pedagogical conditions by which the preparedness of future technicianstechnologists of food industry for professional self-realization is carried out; components; forms and methods of training. The resultant block of the model is characterized by the determination of criteria, indicators, and levels of preparedness of future technicians-technologists of food industry for professional self-realization. The result is the preparedness of future technicians-technologists of food industry for professional self-realization. The program of the pedagogical experiment of the research consisted of the implementation and testing of the effectiveness of the pedagogical conditions of formation of readiness for professional self-realization of future technicianstechnologists of food industry in colleges. The ascertaining stage of the experiment was to formulate the purpose, objectives and main directions of its implementation. The program of the forming experiment was conditionally divided into 4 stages: motivational-cognitive, operational-technological, reflexive and value-corrective. The forming stage was carried out on the basis of the experimental complex we created. During this stage, a model of forming the readiness for professional self-realization of future technicians-technologists of food industry in colleges for students of experimental groups was introduced into the educational process by making adjustments to the content-methodological support of the process of their preparation. During the control stage, re-diagnostics and comparison of results were carried out in order to determine the effectiveness of content-methodological provision of the process of preparation of future technicians-technologists of food industry for professional self-realization in colleges. The results of the control phase of the experiment testify to the effectiveness of the influence of the developed content and methodological support on the level of readiness of future technicians-technologists of food industry for professional self-realization in colleges, which comes as a result of significant differences between the indicators of the preparedness components in the control and experimental groups.