PROFESSIONAL SITUATIONS AS THE FACTOR OF STUDENT TRAINING FOR FUTURE CAREERS

Yahorava Natallia Anatolievna

Belarusian State University

egorov1977@yandex.ru

Professional culture as a unity of norms, rules and behavior patterns appears to be a closed system relating to certain features of some particular activity in terms of modernity. Professional culture encompasses the two opposites: the conservative and the creative components. The conservative content aspect turns to the past and serves as the linking unit between it and new times, while the creative content aspect addresses the future, thus, leading to novelty production. That’s why the above-mentioned term includes a system of vocationally-oriented theoretical knowledge and applied skills which make up the readiness for the new or changing conditions of professional interaction. Thus, it is logical to conclude that high school student training aims at providing the opportunities for full-fledged vocational and personal self-realizing and self-disclosing, mastering the tools for self-cognizing and developing the outlook.  High-grade vocational and personal self-fulfillment is possible under condition that a specialist possesses the skills of making/ passing out efficient decisions in various professional situations. So the main goal of this paper is to describe the features of the professional situation and the stages of its application in classroom for developing the students’ abilities of problem solving which enable a specialist to do the job efficiently in future.

The professional situation stands out as the unity of a fact (the fact is a fragment of human activity) and a phenomenon (the phenomenon denotes the result of the interaction between the event which occurred in the workplace and the actions of the employees emanating from the analysis of the event) creating a handicap of intellectual character, thus, providing the conditions for the solo and group activity of prospective specialists designed to elaborate decisions [1, p. 23-56].

We have singled out the following common features typical of the professional situation: it contains a problem (an elaborate theoretical or practical question comprising an implicit contradiction resulting in different, sometimes contradictory opinions which emerge during problem solving), it provides an urgent need for solving the problem, it wants adjusting the existing principles, ways and aids to the peculiarities of the problem. The peculiarities of the problem manifest themselves in the purposefulness and the theme of the situation, the specifics of the fact and the phenomenon, the type of the contradictions to be overcome by students, and the features of some particular field of work.  

In accordance with the content of a particular field of work and the types of the professional situations practitioners have to face, M. I. Dyachenko, L. A. Kandibovich, V. A. Ponomarenko, A. I. Zhuk have put forward: 1) standard situations – repeated facts and phenomena in professional practice; 2) critical situations – not typical facts and phenomena, violating the tentative intentions and plans of a practitioner, thus, calling for immediate interference; 3) extreme situations – unique, unusual facts and phenomena which did not occur in the past causing negative aftereffects, ends or changes [2; 3].

For training students to elaborate effective decisions based on their professional culture we have worked out the stages of problem solving. They are designed for step-by-step teaching prospective specialists to pass out various solutions in complexity changing situations.  

The stages of problem solving are the following: introduction, immersing, problem-activity, evaluation, alternate creativity.

The goal of the first stage (introduction) of problem solving is preparing students for perceiving a professional situation.

The realization of the immersion stage presupposes the developing of the students’ theoretical readiness, providing conditions for their comprehension of the professional situation which includes the forming of the lexical and speech skills, the organizing of the goal-oriented text perception, the testing of the general comprehension of the situation.

The problem-activity stage is designed for developing the students’ skills to solve the professional situation. The stage under consideration consists of guided problem solving of the local and the concrete problems, independent problem solving of the common problem (general), improvising (problem solving of the modified professional situation in a group (“professional fellowship”)).

The objective of the evaluative stage manifests itself in developing the students’ skills of self-analysis, estimation and self-estimation, self-cognition as the result of the professional culture exhibition during problem solving.

The organizing of the alternate creativity stage is predetermined by the necessity of stirring up and applying the knowledge, skills obtained in classroom in writing activity in a FL to test the level of professional culture on the whole.

We may draw a conclusion that problem solving based on professional situations as a component of professional culture leads to the formation of the environment where the subjects of activity are interacting, which results in its alienation, transforming into a system with a definite structure and a functional variety. This content and structure shift results in the appearance of a new qualitative characteristic – the ability to solve professional situations underpinning the possibility of prospective specialists to self-realize and to self-fulfill in their professional activity.

ЛИТЕРАТУРА

1. Егорова Н. А. Формирование методической грамотности будущего учителя в процессе изучения иностранных языков : дис. … канд. пед. наук : 13.00.08 / Н. А. Егорова. – Минск, 2009. – 268 л.  

2. Дьяченко М. И. Готовность к деятельности в напряженных ситуациях: психологический аспект / М. И. Дьяченко, Л. А. Кандыбович, В. А. Пономаренко. – Минск : Университетское, 1985. – 206 с.

3. Жук А. И. Активные методы обучения в системе повышения квалификации педагогов : учеб.-метод. пособие / А. И. Жук, Н. Н. Кошель. – 2-е изд. – Минск : Аверсэв, 2004. – 336 с.