Conceptual Approaches to the Study of Specialists' Readiness for Professional Activity
Abstract
Abstract. The article is devoted to the study of the phenomenon of psychological readiness for professional activity. The purpose of the article is to analyze and systematize conceptual approaches to the study of psychological readiness of specialists for professional activity. The methodological foundations of the chosen topic are based on the use of the systemic, personality-activity, competency-based, acmeological, and value-semantic approaches. Within the framework of the conducted research, psychological readiness is considered as a complex integral psychological and pedagogical phenomenon that includes motivational-value, cognitive-orientation, regulatory, reflective-evaluative components, and a personal-value subsystem. An analysis of the leading scientific concepts regarding the nature, structure, and mechanisms of readiness formation was carried out. Five key methodological approaches are systematized and characterized: acmeological, which considers readiness as a prerequisite for achieving professional mastery and self-realization; personality-oriented, which focuses on readiness as personal formation; activity-based, which considers readiness as an integral part of the structure of activity; competency-based, which emphasizes the connection of readiness with the final result - the formation of competencies; systemic, which considers readiness as a holistic, hierarchically organized system of interconnected components. The scientific novelty lies in the analysis and systematization of the plurality of concepts of the interpretation of readiness, which will contribute to the formation of unified methodological principles for building a holistic model of professional readiness. The practical significance of the results is determined by obtaining the necessary prerequisites for the development of effective training technologies, professional selection and psychological support of specialists.
Keywords: psychological readiness; professional activity; acmeological approach; personality-oriented approach; activity-based approach; competency-based approach; systemic approach.
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