Formation of readiness of physics teachers to manage professional self-determination of pupils in postgraduate education

Abstract

This article is devoted to the problem of forming the readiness of physics teachers to manage the professional self-determination of pupils in postgraduate education.The formation of pupils' ability to independently and consciously make decisions about the future profession is entrusted to the school education system. Therefore, the professional self-determination of pupils is one of the main areas of educational work in the school, which is focused on preparing for a conscious choice of profession. Physics teachers should use their subject to manage the professional self-determination of pupils in the field of "man-technique". The author's model of formation of readiness of physics teachers to management of professional self-determination of pupils is considered from a position of system, axiological, acmeological, personal-activity, functional approaches. The process of formation of readiness requires observance of general didactic and specific principles (constant personal professional development, integrative types of knowledge and skills, predictability, innovation, reliance on own practical experience, principles of STEM-education). practical experience, principles of STEM-education). The process of forming the readiness of physics teachers to manage the professional self-determination of pupils in postgraduate education involves improving the content, methods and tools of teaching and forms of organization of educational activities. Experimental verification of the effectiveness of the theoretically developed model of forming the readiness of physics teachers to manage the professional self-determination of pupils in postgraduate education was carried out through the organization and conduct of a pedagogical experiment.