Psychological and pedagogical support of the organization of professional tests in career guidance work

Karaseva Svetlana Nikolaevna PhD in Psychology Head of the Department of Vocational Education and Psychological and Pedagogical Support of the Federal State Educational Standard, OGBU DPO "Ryazan Institute of Education Development" 390039, Russia, Ryazanskaya oblast', g. Ryazan', Uritsky, 2А karasova-s@mail.ru Other publications by this author

Introduction

Currently, the problem of conscious choice of a future profession by teenagers is becoming particularly relevant. Within the framework of the project "Ticket of the Future" in 2019, career guidance testing was conducted for about 200 thousand schoolchildren of grades 6-11 from 30 regions. The results showed that almost 90% of students do not understand what they want and have not decided on their future profession. Therefore, it is important to organize career guidance work in an educational institution.

Purpose: to study the features of psychological and pedagogical support of the organization of professional tests in career guidance work.

Object: organization of professional work in an educational institution.

Subject: psychological and pedagogical support of the organization of professional tests in career guidance work.

Tasks:

1. Determine the theoretical and methodological basis of the study.

2. To form and test a questionnaire of the features of the choice of professions by schoolchildren, to conduct a quantitative, factorial and causal analysis of the results.

3. To develop a program of psychological and pedagogical support for the organization of professional tests in career guidance work.

Theoretical and methodological basis of the study

The updated standard of the school (FGOS LLC, Order of the Ministry of Education of the Russian Federation dated 05/31/2021 No. 287") notes that the work program of an educational institution should ensure, among other things, the organization of vocational guidance of students through a system of events held by the organization in conjunction with various enterprises, educational organizations, career guidance centers, practical training;

providing psychological and pedagogical support, advisory assistance to students in their professional orientation, including diagnostics of motivation, abilities and competencies of students necessary for continuing education and choosing a profession.

One of the innovative forms of practice-oriented activity is the use of professional samples ^[1]. In the process of their passage, teenagers have the opportunity to "try themselves" in certain types of work, get acquainted with the peculiarities of the chosen professions. Young people will be able to determine how well their inclinations, abilities and capabilities correspond. Moreover, participation in professional trials can arouse greater interest and active inclusion of adolescents due to interactivity than other forms of career guidance work ^[2].

The term "professional test" was introduced in the 70s of the XX century by the Japanese scientist S. Fukuyama and put in the name of the career guidance system F-test, the system of "trying yourself" as early as possible in certain professions. Later in the scientific literature, the affected problem was considered in the works of a number of domestic and foreign researchers ^[3].

The issues of technologies for modeling the future profession when performing various professional tests are described in the works of N.V. Kashapova, L.M. Kopeikina, G.N. Popov, S.N. Chistyakova, M.I. Shilova, V.I. Yudina, etc. ^[4]

Among foreign researchers, the most interesting are the articles by E. Binder, D. Davis and N. Bloom ^[5], T. Mush, K. Steffens and M. Endread ^[6], J. Denaas and K. Friberg ^[7] and others ^[8].

An analysis of the literature has shown that, despite the accumulation of a significant amount of theoretical and practical studies of career guidance work ^[9], the issues of the use of professional samples have not been sufficiently developed.

The most interesting are the works of G.N. Nekrasova, I.S. Sergeev and S.N. Chistyakova ^[10]. Based on these works, we formulated a generalized understanding of this phenomenon.

A professional test is a professional test, during which the elements of a particular profession are modeled, and schoolchildren learn in practice the necessary knowledge about the types of professional activities when performing tasks ^[11].

To determine the main directions of psychological and pedagogical support for the organization of career guidance work, a questionnaire was conducted among schoolchildren.

Analysis of the results of the study

In April 2022, we conducted a survey of 8th grade students of MBOU "School No. 35" in Ryazan. In total, 60 people took part in the study: 30 students of class 8A and 30 - 8B. The methodology was developed by us on the basis of research by T. V. Svadbina and V.V. Retivina ^[12].

The questionnaire concerns the specifics of choosing a profession by schoolchildren. Most of the answers have the ability to give a free answer. It is important in professional self-determination not only to determine one's future specialty, but also to understand the specifics of the work.

Therefore, the inclusion of a number of issues that relate to the job responsibilities of the specialties chosen by young people, working conditions, individual qualities and the presence of health restrictions becomes the main one. Students could answer questions about their chosen profession, or the most attractive one for them.

The next question concerned the description of the working conditions in which the specialist chosen by the students works. The important thing was how much students will be able to fill different groups of conditions with content: industrial, socio-economic, sanitary and hygienic.

It is necessary to ask a question that concerns the description of personal qualities that are mandatory for the specialty chosen by schoolchildren. The determining factor is how much teenagers think about the necessary professional qualities. This will allow them to highlight on professional tests how much their personal profile corresponds to the professional one.

Quantitative analysis of the obtained research results

A quantitative analysis of the students' responses to the question "Have you chosen your future profession?" is presented in Figure 1.

Figure 1. Analysis of the answers to the question "Have you chosen your future profession?" (%)

The answers received made it possible to note that among the respondents there are eighth graders who have not thought about their future profession until now (15% - 9 people), 25% (15 people) each reflect on the choice of their future profession and consider different options. But 21 people (35%) decided on their plans.

Quantitative analysis of students' answers to the question "What do you know about this profession? What duties does this specialist perform?" is shown in Figure 2.

Figure 2. Analysis of answers to the question "What do you know about this profession?" (%)

The analyzed answers allowed us to note that 35% (21 schoolchildren) have no idea about the functional responsibilities of their chosen profession. It was difficult for teenagers to tell about the specifics of the activity, to highlight the details. A significant part of eighth graders (40% - 24 people) demonstrated only fragmentary performances.

A small number of teenagers (25% - 15 schoolchildren) were able to give a relatively complete answer to the question posed. Young people highlighted their job responsibilities and the specifics of the profession.

A quantitative analysis of students' answers to the question "What are the working conditions of the selected specialist, where does he work?" is presented in Figure 3.

Figure 3. Analysis of answers to the question "What are the working conditions of the selected specialist, where does he work?" (%)

The analysis of the obtained results allowed us to note that 40% (24 schoolchildren) did not demonstrate ideas about the working conditions of the chosen profession. It is difficult for teenagers to identify and describe groups. The same number of eighth graders showed that they have only a fragmentary idea of the working conditions of the chosen profession. Basically, the students described the place of work, occupational safety, the level of physical activity, the peculiarities of interaction with other employees, the duration of the working day, approximate wages, the presence of stressful situations, etc.

Only 20% (12) of adolescents were able to give a relatively complete answer to the question posed. Young people have identified groups and described their content.

Quantitative analysis of students' answers to the question "What qualities are required for your chosen profession? Name 10 of them" is shown in Figure 4.

Figure 4. Analysis of answers to the question "What qualities are required for your chosen profession?" (%)

The results obtained allowed us to note that a larger number, 45%, 27 schoolchildren could name no more than 7 qualities that are required for the chosen profession. 30% - more than 8 qualities. However, 15 teenagers (25%) identified less than 5 personal qualities that their chosen specialists should possess.

But, it should be borne in mind that among the listed qualities in all groups of schoolchildren there were common formulations, such as "smart", "educated", "strong", etc. It is difficult for teenagers who do not have professional experience to identify specific, targeted qualities.

A quantitative analysis of students' answers to the last question "Did you want to participate in professional tests?" is presented in Figure 5.

Figure 5. Analysis of answers to the question "Did you want to participate in professional trials?" (%)

The obtained results allowed us to note that a greater number of schoolchildren (75% - 45 out of 60 people) would like to participate in professional tests. It is important for teenagers to try to assess their strength in a particular activity, to understand the peculiarities of work.

Factor analysis of the obtained research results

In order to characterize the personality structure of schoolchildren and to characterize cause-and-effect relationships, mathematical research methods were used, namely, the calculation of the Spearman correlation coefficient (p).

The analysis made it possible to draw the following conclusions:

- there is a direct connection with the high strength of the connection between: the choice of a future profession and the understanding of the duties of this specialist (p=0.841); between the choice of a future profession and the understanding of the working conditions of the chosen specialist (p=0.814);

- there is a direct connection with the high strength of the connection between students' understanding of the functional of a particular profession and knowledge of working conditions (p=0.875);

- the weak force of the connection between the allocation of eighth graders required for a particular profession of personal qualities and the choice of a future profession (p=0.147), understanding of the functionality of the professional sphere (p=0.221), working conditions of a specialist (p=0.127) is revealed;

- there is a direct connection with the high strength of the connection between: the desire to participate in professional tests and the choice of their future profession (p=0.753), the desire to participate in professional tests and an understanding of the job responsibilities of a particular specialty (p=0.764), the desire to participate in professional tests and an understanding of the working conditions of the selected specialist (p=0.733); the ability to distinguish personal qualities and the desire to participate in professional tests (p=0.703).

The factor analysis made it possible to identify three groups of schoolchildren.

The first group of students decide on the direction of their specialty. They are interested in functional responsibilities, the specifics of the activity and highlight the details of the chosen professional activity. Schoolchildren can describe the production, socio-economic and socio-hygienic working conditions as they are presented. Students would like to participate in professional tests in order to assess their strengths in a particular activity and understand the specifics of work.

The second group of schoolchildren reflect on the choice of a future profession and consider different options. However, they have fragmentary ideas about the specifics and working conditions, or do not have them. It is difficult for such teenagers to identify and describe groups. They have an idea of the place and safety of work, the level of physical activity, the specifics of the work schedule, etc. Such students would like to participate in professional trials, try their opportunities in different professional fields.

The third group of students included eighth graders who did not think about professional choice. Most of the students would like to participate in professional tests, with the exception of 12 people.

Therefore, the problem of psychological and pedagogical support of the organization of professional tests in career guidance work is relevant. This is relevant for a significant number of schoolchildren (45 people). Most of the teenagers have chosen their profession, or related to it. It is difficult for schoolchildren to define functional responsibilities and work specifics, but it is also important for them to try their capabilities and find themselves in real professional conditions.

Next year, it is planned to conduct professional tests with respondents who have expressed such a desire, in September-December of the 2022-2023 academic year.

The program of psychological and pedagogical support of the organization of professional tests in career guidance work (for students of grades 9)

Explanatory note

As part of career guidance work with 9th grade students, it is important to form the inner readiness of adolescents for independent, conscious planning and the ability to adjust their professional plans, interests based on self-knowledge and practice-oriented forms such as professional tests. However, this process needs psychological and pedagogical support. Interaction and mutual understanding of all participants of the educational process is important.

Psychological and pedagogical support of the organization of professional tests in career guidance work is an activity that is aimed at creating a system of socio-psychological measures that contribute to successful professional self-determination and personal development of adolescents. All participants of the educational process (school administration, classroom teachers, teachers, educational psychologist, eighth graders), including parents, should participate in this activity ^[13].

Purpose: to provide effective psychological and pedagogical support to ninth graders in professional and personal self-determination within the framework of career guidance.

Tasks:

1. Create an "information field" that is relevant for tenth graders.

2. To study individual and personal characteristics, cognitive interests, needs, abilities, inclinations, professional intentions of students.

3. To familiarize young people with the content, nature and working conditions in a particular profession.

4. Ensure that ninth graders receive initial knowledge and skills, as well as practical experience.

5. Conducting diagnostic, formative and reference consultations of students and parents.

Methodology of conducting

Psychological and pedagogical support of the organization of professional tests in career guidance work should include the following components: professional education, professional diagnostics, conducting a series of professional tests and professional counseling ^[14].

The main career guidance activities are presented in Table 1.

1. Vocational education is aimed at informing adolescents about the specifics of the profession, working conditions and requirements for it. Attention should be paid to the analysis of the importance of professions and the needs of the region's economy.

In the next academic year, it is planned to hold a series of informational events: career guidance talks and lectures, a Week of career guidance, design of a stand and a career guidance page on the school's website, etc. In addition, considerable time will be devoted to conducting excursions to the enterprises of the city and meetings with representatives of various professions ^[15].

Within the framework of vocational education, teenagers will be introduced to the "Professionalitet" educational program, which will allow young people to become qualified specialists at leading enterprises of the Ryazan region. These training programs are developed jointly with employers.

In addition, the students were introduced after the questionnaire, in May 2022, to the project of early professional orientation "Ticket to the future". During the summer holidays, teenagers were given the task to register in the project and get acquainted with the section "Fitting room of professions". From October 1, active participation of schoolchildren in all events is planned: the All-Russian Career guidance lesson, multimedia exhibitions, workshops, professional choice events, etc.

2. The second direction in the psychological and pedagogical support of the organization of professional tests in career guidance work is professional diagnostics ^[16]. Special attention should be paid to the study of the personal characteristics of adolescents that are important in the process of choosing a profession. We are talking about interests, values, needs, inclinations, abilities, professional intentions, professional orientation, character traits, temperament, health status, etc. ^[17]

One of the main tasks that a teacher-psychologist faces is filling out the observation card developed by us for students during professional tests.

3. The third, main, direction of psychological and pedagogical support of the organization of career guidance work is the conduct of professional tests in the form of a series of consecutive imitation (business) games ^[18].

The main objectives of professional tests are:

- informing ninth graders about related or related professions, as well as their features;

- familiarization of young people with the content, nature and working conditions in these professions;

- obtaining initial knowledge and skills, as well as practical experience ^[19].

Simulation (business) games programs are developed in accordance with the requests of schoolchildren who have indicated their professional preferences on the questionnaire. So, it is planned to conduct professional tests "Programmer", "Pediatrician", "Plumber-adjuster of the plant", etc.

To conduct simulation games, the sites of secondary vocational educational institutions will be mainly used, and specialists of specialized specialties will also be invited ^[20].

4. It is important in the psychological and pedagogical support of the organization of professional tests in career guidance work to conduct professional consultations:

- diagnostic, when individual personal characteristics, interests, inclinations are studied in order to identify the conformity of their chosen or close to it profession;

- formative, aimed at helping teenagers in professional self-determination, or correcting a student's choice;

- reference, when students receive information about employment methods, features of training in their chosen profession, health requirements, career prospects, etc.

 Special attention should be paid to consultative work with parents of students, both individually and within the framework of parent meetings ^[21].

Table 1

The main career guidance activities within the framework of psychological and pedagogical support of the organization of professional trials for January-December 2022/2023 academic year.

Methods of conducting professional tests

In the program, it is planned to conduct professional tests in the form of business (simulation) games. Professional areas were selected by us taking into account the requests of ninth graders for testing. Therefore, students will be divided into groups depending on the chosen specialties.

Number of participants in the professional test: 5-10 eighth graders.

Total duration: 90 minutes.

The implementation of a professional test includes three main stages: organizational, basic and reflection.

At the organizational stage, cooperation agreements are concluded with educational organizations of secondary vocational education, the date and time are specified. The format of the passage of professional workshops by participants is determined, a plan is drawn up, an educational and organizational route is being worked out. If a professional test is conducted by an invited specialist, then the described work is carried out with him.

The main stage is the stage of conducting professional tests in accordance with the program. The event has a practice-oriented nature and includes modeling elements of a particular professional field.

The imitation game should end with reflection, which will allow students to assess how much they have mastered the necessary knowledge and requirements for the profession in practice.

The main performance indicators and criteria for the effectiveness of the program are:

• the presence of sufficient information among schoolchildren about professions, requirements for a person, the needs of the region for specialists;
• the degree of self-knowledge of the ninth grader, the study of individual professionally important qualities;
• the formation of the need to make a reasonable professional choice, the presence of activity in obtaining the necessary information about the specialty, the desire to try your hand at a particular field;
• the ninth-grader has a reasonable professional plan.

After the implementation of the program, it is planned to re-conduct the developed questionnaire.

Conclusions

The conducted research is distinguished by its undoubted practical significance and novelty:

- the terms "professional test", "psychological and pedagogical support of the organization of professional tests" are clarified, the technologies of modeling the future profession when performing various professional tests are considered;

- a questionnaire on the specifics of choosing a profession by schoolchildren has been developed and tested, based on the results of which three groups of schoolchildren have been identified and characterized according to the specifics of choosing a profession;

- there is a direct connection with the high strength of the connection between the choice of a future profession and the understanding of the functional characteristics of a specialist, the condition of his work, the students' understanding of the functionality of a particular profession and knowledge of his working conditions;

- the desire to participate in professional tests of schoolchildren correlates with the choice of a future profession, understanding of the job responsibilities of a particular specialty and working conditions, the ability to highlight the personal qualities of a particular specialist.

In the conditions of modern educational space, it is important to develop and implement programs aimed at career guidance work with high school students. It is recommended to choose practice-oriented forms of work, one of which is professional tests. In order for this process to proceed more efficiently, a systematic approach is needed, and attention should be paid to its psychological and pedagogical support.

In the study, we have developed a program of psychological and pedagogical support for the organization of professional tests in career guidance work for students of the 9th grade, the implementation of which will be carried out in September-December 2022-2023 academic year.