Psychological support conditions for the professional self-development of students in pedagogical university

The article addresses the issue of professional self-awareness and self-development among future educators, emphasizing the necessity of organizing psychological support during their university education. It provides a classification of existing strategies for professional self-development, justifying their division into two orientations: constructive (active) and non-constructive (passive) types. The authors present and analyze the results of an empirical study of professional self-development strategies among students of a pedagogical university. Additionally, a program for psychological support of professional self-development is proposed and described, comprising educational, corrective-developmental, and consulting blocks. The goals, objectives, and methods employed in working with students are outlined. The article highlights the main content components and key implementation aspects of the support program. In conclusion, results of the program’s validation are presented, empirically substantiating and demonstrating its effectiveness.