MODELING OF THE PROCESS OF DEFINING STUDENTS' PROFESSIONAL IDENTITIES AT TEACHERS' TRAINING COLLEGE
Introduction. The problem of studying a student's professional identity at a pedagogical college is significant, because the young people's' perception of the world, the choice of their life philosophy and their life scenarios are unquestionably influenced by defining their professional identities. The aim of the paper is to model the process of defining students' professional identities at teachers' training college. Materials and methods. The paper is based on the following methods: the methods of modeling and goal-setting, L.N. Kabardova's “Questionnaire for determining professional readiness (DPR)”, the modified version of I. Kuzmina's method of studying attraction drivers of a job, A. Rean's method, and the method of feedback forms on mental ballast and reasoning of vocational selection. Results. The research includes the analysis of the process of defining students' professional identities. The “goal tree” is suggested as a result of researching the hierarchy of interrelated and interdependent goals. The system goal setting allowed to develop a model of the process of development of professional self-determination among the students of the pedagogical college. It was revealed that developing the model according to the set of goals provides students with the social focus of their professional identities. In corrective activities the group forms of interaction were mostly used. The analytical component of the model is represented by assessing the effectiveness of corrective work, predicting and scheduling further activities. Discussion. The paper also presents the recommendations for teachers on defining students' professional identities at the teachers' training college by taking into account the processes of forecasting and planning further activities. The novelty of the research is in attempt of modeling the process under investigation. Conclusion. For successful defining of students' professional identities, it is necessary to use the method of modeling, which contributes to the consistent, prolonged work of all the participants of the investigated pedagogical process.