Psychological and pedagogical bases of college students’ activity in the process of professional training

The activity of the individual in the presented article is considered as the leading factor in the development of college students in the process of professional training. We, as well as the majority of college teachers, note a significant decrease in the level of all types of students’ activity in the process of professional training, an increase in the use of reproductive forms and methods of teaching. The relevance of the problem and the need to solve it are determined by the insufficient level of consideration by teachers of the psychological foundations of individual activity and ineffective actions of college teachers to realize the potential of students’ activity in the process of professional training. The activity of students’ personality is manifested in a set of features: the presence of conscious needs, opportunities to satisfy them, purposeful implementation of educational, cognitive and professional actions. The article presents the main types of individual activity taking into account the elements of reality to which it is directed and the subjects of the professional activity being implemented. The following grounds are identified for the activity of college students in the process of professional training: psychological (high level of motivation for the activity being implemented, purposeful and conscious nature of perception of reality in general and the training process in particular, integrity of the idea of the relevance of the professional activity for which training is carried out in college) and pedagogical (recognition in the process of professional training of the relevance of a high level of students’ activity, the presence of a system of pedagogical approaches to realizing the potential of students’ activity). The scientific novelty of the research results presented in the article is the identified pattern of the productive influence of activity on the success of professional training of students, clarification of the logic of implementing its role and potential in the formation of professional competencies of students. The reliability of the presented findings and conclusions is ensured by the active involvement of students and teachers of the Ural Humanitarian College (Magnitogorsk, Chelyabinsk Region) and the Yuzhnouralsk Power Engineering College (Yuzhnouralsk, Chelyabinsk Region) in surveys on the research problem.