candidate of philological sciences, associate professor of Foreign Languages Department
кандидат филологических наук, доцент кафедры иностранных языков
The relevance of the article is determined by the uncertainty of the terms «self-realization» and «professional self-realization» used in modern pedagogical research. It is proved that the term «professional self-realization» is applicable to the higher education system, since, according to the Federal State Educational Standard, students must master both general and professional skills. In addition, the person’s professional development is continuous. The article analyzes and substantiates the content of the term «professional self-realization of students» in pedagogy. The terms «self-realization», «professional self-realization», «pre-professional self-realization», «pre-professional self-realization» are defined; the features of their use in scientific literature are analyzed. It is proposed to use the generic concept of «professional self-realization» in relation to school, college or university stages. Professional self-realization is presented as a long and multidimensional process involving the formation, self-determination and personal development within a profession, starting from the first courses of study at a university. The content and difference of professional self-realization at the university and at the enterprise are described. Examples of multidimensional cooperation and joint educational programs with enterprises are given.
Актуальность статьи определяется неустойчивостью содержания терминов «самореализация» и «профессиональная самореализация», используемых в современных педагогических исследованиях. Доказано, что термин