ДОСЛІДЖЕННЯ РІВНЯ ГОТОВНОСТІ ОБДАРОВАНИХ ВИПУСКНИКІВ ЗЗСО ДО ПРОФЕСІЙНОГО САМОВИЗНАЧЕННЯ

In this article, the general theoretical conclusions and practical solution of the problem of professional self-determination of gifted high-school students are represented. The different aspects of the psycho-pedagogical theory along with teaching and educational practice in the context of the issue under research are highlighted. According to them, the readiness for professional self-determination could be considered as a personal formation that harmonizes the selective attitude of the person to the chosen profession with this profession's requirements to his (her) talents, abilities and needs. The research describes three interrelated criteria characterizing the readiness of gifted highschool students for professional self-determination: motivational (value attitude towards the profession and to oneself as a subject of the chosen profession), cognitive (the depth and strength of knowledge of students about themselves and the chosen profession) and procedurally-effective (the students' awareness of their choice, future career and acquiring professional knowledge and skills needed for it). The analysis of the ascertaining phaseof the study has showed the respondents' uneven development of readiness for professional self-determination, which was the basis for the division of the participants of the experiment into three groups: with structurally-developmental (36,0 % of respondents), unbalanced-motivating (38,4 % of respondents), unbalanced-contradictive (25,6 % of all the surveyed) levels of the readiness. Key words: professional self-