THE CONCEPT OF PROFESSIONAL SELF-DETERMINATION IN THE CONTEXT OF CAREER DEVELOPMENT

Evita Korna, Irēna Katane

Abstract


The professional self-determination in the modern educational environment is very important. The opportunities for pupils to choose from the aspect of global society and working environment are closely related not only to the awareness of one’s own strengths and the understanding about their applying in different professional fields, but also to the challenge presented by this age, to the understanding and acceptance of needs, integrating into the labour market in the future perspective. The aim of the article is to substantiate the concept ‘self-determination’ within the context of career development. Research methods: theoretical studies, analysis and evaluation of scientific literature and normative documentation. Professional self-determination develops in cycles in different periods of a human life, therefore that during relatively constant 1950-1980ies ensured foreseeable development of a life cycle, during 1990ies and at the beginning of the 21st century becomes a variable, because the changing conditions of global education and working environment determine that professional self-determination is important for an individual is important at different periods of life for gaining insight into own interests, abilities and needs, suitability for professional environment, professional affiliation or identity and future educational and working environment. Nowadays it is topical to facilitate the formation of the system for the career support at educational establishments, which, when evaluating existing resources, their potential and weaknesses, as well as possibilities and challenges of the development of sustainable society, could implement the conception of the local scale career support system, which would provide long-term return and as a result of the implementation of which there would be facilitated the professional self-determination of young people. 


Keywords


career development; career guidance at school; professional self-determination

Full Text:

PDF

References


Havighurst, R.J. (1964). Youth in Exploration and Man Emergent. American Counseling Association.

Holland, J.L. (1997). Making Vocational Choices. Odessa, FL: Psychological Assessment Resources, Inc.

Holland, J.L., Daiger, D. C., & Power, P. G. (1980). My Vocational Situation. Palo Alto, CA: Consulting Psychologists Press.

Fullan, M. (2006). Change theory: A Force for School Improvement. Victoria: Centre for Strategic Education.

Izzo, M. & Lamb, M. P. (2002). Self-Determination and Career Development: Skills for Successful Transitions to Postesecondary Education and Employment. National Center for the Study of Postsecondary Educational Supports: A Rehabilitation Research & Training Center. Retrieved from http://jennyhatchjusticeproject.org/node/98

Katane, I. (2010). Conceptions of Continuing Education and Further Education Within the Contex of Lifelong Education. In Proceedings of the Scientific International Conference Society. Integration. Education. 430 – 443. Rēzekne: RA.

Katane, I. (2007). Paradigmas Latvijas izglītības vidē mūsdienās. Monogrāfisko pētījumu sērija “Izglītības ekoloģija”. Jelgava: LLU TF IMI, 117 lpp. [CD-ROM].

Katane, I., Baltusite, R. & Katans, E. (2016). Programming engineer professional development and career growth in multi-dimensional view. In Proceedings of the International Scientific Conference Engineering for Rural Development, Vol. 15, 1182-1192. Jelgava: LLU TF.

Katane, I. & Kalniņa, I. (2010). Skolēnu personības konkurētspējas attīstība neformālās komercizglītības vidē. Jelgava: LLU, 331 lpp.

Katane, I. & Katans, E. (2016). Programming Specialist's Professional Development as Lifelong Self-Determination and Self-Organization Process. In Proceedings of the International Scientific Conference Society. Integration. Education, Vol. 2, 535- 548. Rēzekne: RA.

Katane, I., Kristovska, I., Vjatere, G. & Katans, E. (2015). Evaluation, Support and Promotion of specialists' competitiveness development in Modern Enterprise as Learning Organization. Discourse and Communication for Sustainable Education, 6, 50 - 71. Retrieved from https://www.degruyter.com/downloadpdf/j/dcse.2015.6.issue-1/dcse-2015-0004/dcse-2015-0004.pdf

Kons, I. (1967/2000). Personības socioloģija. Rīga: LVU.

Latvijas ilgtspējīgas attīstības stratēģija līdz 2030. gadam. Latvija 2030. (2010). Rīga: Latvijas Republikas Saeima. Retrieved from http://www.pkc.gov.lv/images/LV2030/Latvija_2030.pdf

Martin, J., Huber Marshall, L., Maxson, L. & Jerman, P. (1996). Self-directed IEP. Sopris West.

Miķelsone, I. (2008). Karjeras attīstība cilvēku dzīves ciklos. Karjeras attīstības atbalsts: izglītība, konsultēšana, pakalpojumi. Jelgava: SIA Jelgavas tipogrāfija.

Operational Programme Growth and Employment (2013). Riga: Ministry of Finance of the Republic of Latvia.

Orska, R. (2007). Profesionālās karjeras starta apstākļu izvēle pēc obligātās izglītības ieguves. Starptautiskās zinātniskās konferences rakstu krājumā Sabiedrība, Integrācija, Izglītība. 238-244. Rēzekne: RA.

Rifkins, Dž. (2004). Jaunās ekonomikas laikmets. Rīga: Jumava.

Savickas, M.L. (2000). Renovating the psychology of careers for the twenty-first century. In Collin, A., Young, R.A. (Eds.). The future of career. New York: Cambridge University Press, pp. 53-68.

Super, D.E. (1957). The Psychology of Careers. New York: Harper.

Šmite, A. (2004). Izglītības iestādes vadība. Pedagogs. Organizācija. Pārmaiņas. 1.daļa. Rīga: RaKa.

Šmitiņa, A. (2011). Studentu atbalsta pilnveidošanas iespējas studiju pārtraukšanas samazināšanai Latvijas augstākās izglītības iestādēs. Promocijas darbs. Rīga: LU.

Vilkaste, A. (2003). Skolas ilgtspējīgas attīstības plānošana. Rīga: RaKa.

Vondracek, F. W. & Skorikov, V. B. (1997). Leisure, school, and work activity preferences, and their role in vocational identity development. The Career Development Quarterly, 45, 221–235.

Zīds, O. (2003). Pārmaiņu spēki: tēze un antitēze. Skolotājs, 4, 27-31.

Голованова, И. И. (2013). Саморазвитие и планирование карьеры. Казань: Казанский университет.

Головей, Л.А. (2011). Профессиональное самоопределение на пороге взрослости: показатели, факторы, кризисы. B cборнике научных статей На пороге взросления. Санкт-Петербург: Санкт-Петербургский Государственный университет, c. 62 - 77. Retrieved from http://psyjournals.ru/files/48300/na_poroge_vzrosleniya_Golovey.pdf

Дементьев, И.В. (2009). Проблема профессионального самоопределения школьньников в современной профориентации: психологический и педагогический аспект. В сборнике Научные труды Республиканского института высшей школы. Минск: РИВШ, c. 242–248. Retrieved from http://elib.bsu.by/handle/123456789/18836

Кибакин, С. В. (2002). Управление процессом педагогической поддержки профессионального самоопределения старшеклассников. Дис. канд. пед. наук. Москва.

Климов, Е. А. (1988). Введение в психологию труда. Москва: Изд-во Моск. ун-та.

Климов, Е.А. (2004). Психология профессиональноrо самоопределения. Москва: Издательский центр «Академия».

Олекс, О.А. (2007). Профессиональная ориентация – важнейший элемент государственной кадровой политики. Народная асвета, 9, 16-23.

Улина, С.В. (2005). Педагогические условия формирования готовности старшеклассников к профессиональному самоопределению. Дис. канд. пед. наук. Магнитогорск: Магнитогорский Государственный университ.




DOI: http://dx.doi.org/10.17770/ercs2017.2456

Refbacks

  • There are currently no refbacks.