ORGANIZATIONAL ENVIRONMENT FOR THE SCHOOLCHILDRENS’ PROFESSIONAL IDENTITIES: ESTABLISHING, MODELLING, EFFICIENCY EXPECTATIONS AND LONGTERM DEVELOPMENT

Changes in all social dimensions have had a considerable impact on the educational system. Today many people realize that schools should train graduates who can successfully socialize and are ready for their future professional lives. As a part of the process of solving this problem, the issue of choosing a future vocation seems the major one. It is obvious that such a choice should be made in educational organizations where the environment of professional identity is present, comprising the elements of early vocational guidance and pre-vocational training of students. The easiest way is to demonstrate the results of such a design in the form of a practice-oriented model and, as is appropriate in such cases, to reveal the potential capabilities of its elements. This is exactly what the authors of this article did, revealing the genetic points of the constructed environment in the form of a block structure at each stage of development, “supporting” each of the stages with its own resource supply, and filling the structure with activity content. Materials and methods. Principle research methods include theoretical analysis of relevant psychological, pedagogical, sociological and philosophical literature on the problem of professional identity and vocational guidance; roadmap method; modeling method for constructing an organizational model of the professional identity environment based on early vocational guidance and pre-vocational training of schoolchildren. Results. We managed to formalize the problem of schoolchildren's professional identities; unravel approaches to the formation of an environment of early vocational guidance and pre-vocational training of students; identify the process of its construction; create a specific development roadmap with elements of networking among interested organizations; identify trends and features of the modern development of Western and Russian educational reality; establish in the course of the study the relationship and patterns of specialized education and professional identity of students; revealed organizational and pedagogical conditions necessary to improve the effectiveness of schoolchildren's professional identities; set forth an organizational model of the environment for professional identity based on early vocational guidance and pre-vocational training of schoolchildren; articulate the principles of its creation and existence. Discussion and Conclusion. The results of the study can be useful for the consistent and systematic creation of an environment for professional identities, early vocational guidance and pre-professional training of students in educational institutions and centers, which will ensure with a high degree of accuracy the rise of “new-type” graduates, i.e. young people who are both professionally mobile and able to make a conscious choice of a professional path.