PSYCHOLOGICAL AND PEDAGOGICAL FACTORS OF FORMING AN ALTERNATIVE POSITION OF PROFESSIONAL REALIZATION OF FUTURE PHILOLOGISTS

Abstract

The purpose of the article is to theoretically substantiate the psychological and pedagogical factors that influence the formation of an alternative position of professional realization of future philologists, as well as to generalize the practical experience of their implementation in the educational process. To achieve the set goal, a set of general scientific research methods was used: analysis, synthesis, comparison and generalization of scientific sources on the research problem. The practical basis was pedagogical observation, analysis of the author's own experience of professional activity and generalization of the results of work with students of the specialty B11.041 «Philology (Germanic languages and literatures (including translation), the first – English)» of O. M. Beketov National University of Urban Economy in Kharkiv. The scientific novelty is the fact that the article analyzes the essence of the concept of alternative professional realization of students and determines its place in the modern system of professional training of future philologists. It is established that the process of its formation is determined by the interaction of psychological and pedagogical factors. Psychological factors include motivation, self-esteem, self-reflection, professional motivation, professional identity, positive attitude towards the future profession, awareness of professional prospects, and professional communication. It is substantiated that pedagogical factors are motivational stimulation, creation of a flexible educational environment, development of professional mobility, critical thinking, professional orientation of training, competency-based approach and interdisciplinary integration. Conclusions. It is proved that the effective formation of an alternative position of professional realization of students is possible under the condition of a comprehensive combination of psychological and pedagogical factors, integration of theoretical training with practical activities and creation of a modern educational environment focused on the needs of the labor market. The proposed approaches contribute to increasing professional mobility, competitiveness of future specialists and their readiness for professional activity in various areas of application of philological education