Designing a professional biography as a predictor of continuous professional self-determination of a teacher
Authors:   Shadrinsk State Pedagogical University, Krezhevskikh Olga V. 
Published: January 2021

Problem and goal. The acceleration of professional dynamics, the chronic uncertainty of the future, the blurriness and impermanence of requirements to the specialist from the employer, as well as the inability of the young generation to flexibly and promptly analyze and respond to social and professional changes, make it necessary to develop their ability to design a professional biography. For a teacher, as for other professions, it is extremely important to be able to predict trends in professional dynamics, in order to navigate the opportunities for professional growth and development of socially important personal qualities and properties. The purpose of this article is to study the ability to design a professional biography of future teachers and practicing educators, which is presented as a basic competence and predictor of continuous professional self-determination and training. Method of research. The study involved 322 students studying in pedagogical areas of training, including the profile "Preschool education" and 578 practicing teachers working in pre-school educational organizations of the Ural Federal district, Khanty-Mansiysk Autonomous district-Yugra, and Yamalo-Nenets Autonomous district. Students studied at the final courses (4.5 years) of full-time and part-time education. The teaching experience of practicing teachers is: from 5 to 10 years – 223 people, from 11 to 20 years-347 people, from 21 to 30 years-8 people. Education – higher education received in various educational institutions in Russia. To conduct the research, a set of complementary research methods and author's methods was used: expert assessment of the level of intellectual culture; self-assessment of the level of intellectual culture; questionnaires; the method "Motivation of professional activity" (K. Zamfir in the modification of A. A. Rean); analysis of products of activity. The biographical method was the leading methodology. Results. The main approaches to the problem of designing a professional biography as a predictor of continuous professional self-determination are analyzed. The basic parameters of this competence that allow evaluating the level of its formation are highlighted. A method of assessing the readiness to predict professional biography as one of these parameters is proposed, based on the use of the expert assessment method. Based on the experimental study, the characteristic of high, medium and low levels of formation of this competence is given. The level of ability to design professional biographies in two experimental samples-students and teachers, which is defined as low and average (low level was detected in 17.1% of students and 42.9% of teachers, average – in 79.5% and 55.5%, and high-in 3.4% and 1.6%, respectively). It is proved using mathematical statistics that students ' ability to design a professional biography is at a higher level compared to teachers (the obtained value is φ* with critical values: φ*≤1.64 (p<0.05) and φ* ≤2.31 (p<0.01) with φ*EMP = 1.683). Conclusion. 1. the level of development of the ability to design a professional biography by students and teachers is insufficient. 2. for the formation and development of the ability to design a professional biography, it is necessary to pay attention to the formation of this competence in educational organizations, it is important to focus the educational program of higher education on its formation. 3. it is important to give the Individual the right to choose the subjects of the curriculum and form a personalized educational trajectory.