FEATURES OF THE IMPLEMENTATION OF PEDAGOGICAL CONDITIONS FOR THE FORMATION OF PROFESSIONAL SOCIALIZATION OF FUTURE WORKERS IN THE EDUCATIONAL SPACE "SCHOOL-COLLEGE-ENTERPRISE"
The article presents the pedagogical conditions for the formation of professional socialization of future workers within the educational space "school-college-enterprise": the construction of a pedagogical process that promotes the gradual transformation of educational and cognitive activities of students into professional ones; psychological and pedagogical support for professional socialization of students; ensuring the professional and pedagogical competence of teachers. The content of the stages of professional socialization, methods, forms and methods of implementation, built into the pedagogical process of school and college, are considered. The interrelationships between the elements of the process of professional socialization formation are described. The role of the unified digital environment of the educational space "school-college-enterprise" is revealed, which contributes to the successful combination of active forms of learning and the use of remote classes, as well as the synchronization of educational activities in real time in the classroom and through information and communication technologies. The features of the implementation of pedagogical conditions for the formation of professional socialization of students are considered on the example of the Smolensk Construction College. The positive experience of network interaction of school, vocational education systems and the business community in the format of the educational space within the framework of the Federal project of orientation of schoolchildren "Ticket to the Future", developed by the Union "Young Professionals" (Worldskills Russia), is presented. The article presents a comprehensive and targeted program of professional education "Ladder to Success", which includes a targeted set of measures that allow achieving certain development results, accompanied by positive emotional experiences. The main directions of this program are: the organization of a holistic effective system of career guidance; the formation of psychological and pedagogical infrastructure; the organization of work on the formation of professional adaptation of students to professional activities; organization of work on the formation of professional identification and motivation of students to professional activities; organization of work on the formation of professional competencies and professional and personal qualities.