Motivation readiness of students to professional activity

The conditions for the democratization of society, increasing individual freedom, the role of the institution that provides the student the opportunity to obtain higher professional education in the chosen qualification, and also to assess the correctness of his professional choice, is growing. The period of choosing a profession begins, as a rule, in the school years and does not end after the graduation from the university. Obtaining a diploma of higher professional education for many graduates today does not mean that they are ready to start working.

Currently, the scientific pedagogical community actively discusses the problems of vocational training in the university: the quality of the professional training of students; Change of requirements for graduates on the part of employers; employment of graduates; development of psychological readiness for professional work, etc.

Vocational training has two components: objective (knowledge, skills, skills) and subjective (attitudes). In the opinion of T.I. Chirkova, the students need their knowledge not for themselves (for passing exams and obtaining a diploma), but for solving practical problems of two kinds: creative mastery of the academic discipline and "fitting" this knowledge as a component of professional competence in the structure of future activity, but at the same time it is important not only what you have, but also how you use it. The essence of psychological readiness for professional activity in this connection is expressed by a modified formula. - "It's important not only what you have, but also how you are ready to use it." This understanding allows us to delineate the problematic field of studying the psychological readiness of university graduates to professional activity. It can identify the following areas of research: the theoretical construction of the structure of psychological preparedness, the experimental study of the interconnection and interdependence of theoretically modeled elements, the definition of the functional content of the system-forming element of professional preparedness as an integrative personal education,

The focus of modern higher education is the search for ways to organize an educational process that would allow to develop the central skill indicated in the third generation of the GSE HPE - the ability to learn independently. Being ready for work means that students in the learning process in the university should be formed general cultural, professional competence and, equally importantly, developed the necessary personal characteristics.

Among the personal characteristics, the development of which takes place in the university, we, in the framework of theoretical and experimental research, identified the motivational readiness of students as a system-forming element of psychological readiness for professional activity. Within the framework of the concept developed by E.M. The motivational readiness for professional activities is understood by us as an integrative personal education.

The development of the subject's readiness for professional activity in the educational space of the university is determined by a combination of external and internal conditions created with regard to the content of the professional activities of a practical psychologist. In the psychological structure of the future psychologist's readiness for professional activity, the motivational readiness, which is its system-forming element, is singled out. Motivational readiness includes: tentative, cognitive, personality-volitional and professional-identification components, which allow to describe the level of development of readiness for professional activity of students-psychologists. An important psychological condition for the productive development of components of the motivational readiness of student psychologists for professional activities is the change in the nature of the student's educational activity.

The problem of developing the readiness of students for professional work, in particular, the development of motivational readiness as one of the personal characteristics of the subject in accordance with the competence of the graduate model of the university.