Implementation of tasks of high school students’ socio-professional self-determination by teachers of natural sciences

Abstract

The research focuses on the willingness of natural sciences teachers to
assist high school students in their future socio-professional selfdetermination. The indicated problem is not new, but it has acquired a new
meaning in the conditions of European integration and the socio-economic
state of the country. Due to the implementation of the Concept of the New
Ukrainian School and integration of natural sciences, there is a necessity to
change the forms and methods of education in order to solve the problems
of youth socialization and their choice of a further career path.
The purpose of the article is to justify and define the ways of organizing the
teacher’s work in the socio-professional self-determination of high school
students while teaching natural sciences. It has been found that the
teacher’s readiness for socio-professional self-determination of high school
students is the process and result of their formation of special knowledge,
abilities, skills and valuable motivations for the implementation of
professional socialization tasks and career guidance.
It is emphasized that the selection of additional information for the content
of natural science subjects regarding the use of acquired knowledge in
various spheres of human professional activity will contribute to the quality
work of teachers in providing assistance to high school students in their
socio-professional self-determination.
It has been proven that the process will become more effective if the
teachers’ organization of such work involves the study of the theory,
methodology and management of the process of students’ socioprofessional self-determination; forms and methods of work will ensure the
problematic nature of educational activities, create contextuality in learning,
and contribute to the formation of the individual style of teachers’ activities.