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Personal qualities as a factor of professional self-realization.

Exam: Essays

Discipline: Introduction to the pedagogical profession

Student: Ivan Vladimirovich Chapaksin

Specialty: Chemistry

Group: polylingual

Course: 2

Date: 21 /02/2018.

Lecturer: Shumeiko Tatyana Stepanovna

Plan:

Introductions;

1) Professional self-realization;

Introductions

In modern social and economic conditions, in the process of innovative transformations, it is very important to introduce new educational technologies, to form new social relations, under which the most favorable conditions for self-improvement, self-affirmation and self-realization of the student could be created. We shall open and theoretically substantiate the leading concepts, which are "need" "self-realization", "professional self-realization". In the "Big Encyclopedic Dictionary" the definition of "need" is interpreted as a need for something that is objectively necessary to support the vital activity and development of the organism, the human personality, the social group, the society as a whole; internal stimulus of activity.

The peculiarities of the process of need are associated with the manifestation of the personal "I", the definition of perspective directions, decision-making. Questions of the study of the need to engage LI. Bozovic, W. Jays, L.G. Kovalev, A.N. Leontiev, A. Maslow, S.L. Rubinshtein, Z.N. Freud and other domestic and foreign psychologists. From the point of view of psychology, the need is a complex system of interests and motives that explain the aspiration and behavior of the individual (interests, motives, aspirations, motivational attitudes, etc.).

1)Professional self-realization.

In personal-oriented pedagogy, need is understood as the internal cause of personality activity, acting as motives for actions and activities. In humanistic pedagogy, the need is determined not so much as a psychic, as a moral entity. The need determines the formation of all the moral characteristics of the personality of the subject. Motivation is the motivation for satisfying a person's needs. Motives of students' activities are formed on the basis of needs, without knowledge of which it is impossible to understand correctly and the direction of his personality. Motives contain a real characteristic of needs, which can not be said otherwise than in the language of motives.

Motives are objects - different areas of "living space", in which the individual feels the need. The environmental objects themselves acquire motivational power and lose it when the need is satisfied.

K. Rogers hypothesized that all behavior is inspired and regulated by a unifying motive, which he called the trend of actualization. Actualize and develop themselves, to maximize the best qualities of a person, laid down by nature, is the most important motive of a person's life, according to Rogers.

Motives of activity perform an incentive, regulatory and a function bearing a semantic load. They act as

 "... the real engines of human activity, as the most powerful regulators of his behavior."

Self-realization of the individual in the profession assumes the satisfaction of the person with his own self-realization. Self-realization in the profession includes activity and personal components. Activity self-realization is considered through subjective satisfaction with its achievements. Personal self-realization is assessed by the degree of satisfaction from self-fulfillment. E.V. Kienko and I.S. Morozov notes that a self-fulfilling person in a chosen profession is able to achieve a certain qualitatively higher level of professional success, unlike an employee who can be considered successful for all the necessary formal characteristics.

The student of the university is still only forming a clear vision of his specialty. Thus, a student in a university can not carry out professional self-realization, he only develops readiness for it.

The growing demand for highly skilled labor, the higher price of such labor, the development of technological progress dictate the need to invest in the education of children so that they can enter into social production with the greatest efficiency. The absence of differences in terms of rationality in the costs of education for boys and girls testifies to the denial of the a priori substandard quality of the female labor force and the need to fulfill one role throughout the life cycle (the role of the hostess of the house). Decrease in birth rate, development of contraception, involvement of women in social production, growth of educational level of the population, growth of the share of single-parent families - all these tendencies violate the rationality of gender differentiation of investments in human capital.

Gender specificity of ideas about the requirements for work is recorded in the first important factor: for young men - the prestige of work, and for girls - self-realization, self-affirmation. Further independence follows. Consequently, work is very important for the identification of girls / women. It gives them a sense of their own relevance, importance, usefulness and social utility, serving as a source of communication and support, even when the work itself is unpleasant and brings little satisfaction.

This behavior can lead to success. But if not, young men / men risk being on a downward spiral. The same applies to unemployed young men / men who are waiting for a job they consider "worthy". If the "legal" status and means of self-realization are inaccessible to them, young men / men often resort to the traditional solution of "peasants": drunkenness. In other cases, they are simply demoralized and fall into depression (women are subject to drunkenness and demoralization less often than men). Living alone, without strong social ties, young men / men are increasingly marginalized or forced to turn into dependent people. This can cause their wives to take on the role of "breadwinners involuntarily," although sometimes such young men / men become dependent on their parents.

Thus, against the backdrop of pragmatic values, the content of the work is the most significant factor for girls. For the young men, the external attributes of the profession are significant (the status / instrumental function of the future / real specialty).

Based on the information received on the preferences of modern youth in the labor sphere, the following conclusions can be drawn.

Young people are guided by pragmatic values ​​(more common for boys). Education allows in the long term to improve the "quality of life", to gain a certain socio-economic status. The orientation towards education is more evident in girls. Substantial motivation against the background of the prestige of state structures is more typical for girls, young people prefer employment in the commercial sphere with status motivation. Vital self-determination of the girl is associated with the professional sphere in partnership with young men / men. There is an asymmetry in the attitudes of men / men relative to the sphere of employment - all women traditionally continue to be associated with the family, the household. Gender stereotypes and attitudes begin to be formed at an early age through socialization under the influence of its agents - the family, the media, etc., and at a young age become the basis for real behavior.