Kudaka Marina Aleksandrovna, Medvedeva Irina Zosimovna Features of professional identity in students of specialised (technological) and general education classes // Pedagogical Review. 2025. Issue 2 (60). P. 104-115

The study of professional identity is a significant area in contemporary psychology. Analyzing this phenomenon allows us to identify the features of professional identity development at various stages of an individual’s life, as well as to determine effective strategies for the development and support of this aspect of personality. This is particularly relevant for high school students, since early identification of professional preferences and goals can increase motivation for learning and academic achievement. This paper examines the features of professional identity development in students of the 10th–11th grades in specialized (technological) and general education classes. The study employed “Questionnaire for Studying Professional Identity Statuses” by A. Azbel and A. Gretsov, and the “Human Professional Identity Questionnaire” by L.B. Schneider. To determine the differences, the mathematical-statistical method of data processing criterion φ* – Fisher’s angular transformation – was used. The study concludes that there are differences in the formation of professional identity statuses among students in specialized (technological) and general education classes. Most senior high school students, both from specialized (technological) and general education classes, are in the process of choosing their future professions. Notably, students from specialized classes are more frequently prepared to make a deliberate professional choice. Therefore, the findings obtained can be considered in further studies examining the impact of specialized education on the development of professional identity in senior high school students.

Keywords: professional identity, specialized education

Kaptsov Aleksandr Vasilyevich, Mishakova Galina Aleksandrovna Coherence of the stages of subjecthood formation in the process of professional activity of teachers of preschool and school education institutions // Pedagogical Review. 2025. Issue 2 (60). P. 116-126

The ecopsychological parallel-sequential model of the formation of subjecthood in the educational activities of students includes seven stages. The nature of the interrelationships of the stages of the formation of subjecthood among themselves is mathematically represented by the coefficients of connectivity and integrity. The specifics of the subjecthood of teachers were studied during 2021–2023 in the course of advanced training courses on the basis of MBOU ODPO CRO Samara. 149 employees of the education system participated in the monitoring (M = 43.83; Sd = 34.68; 95.3 % women). The conducted research made it possible to study the profile of subjecthood (the severity of each stage of the formation of subjecthood) of teachers, the coherence of the stages of the formation of subjecthood among themselves, the process of interiorization/exteriorization of professional competencies. The respondents showed a high level of the “motivated individual” stage, with low indicators of the remaining stages, the interrelationships of age and education level with the severity of the stages of subjecthood formation were found. The minimum level of professional training of teachers correlates with a low level of motivation and creative self-realization. The youth of specialists is associated with the formation of the personal and cognitive level of universal educational activities and insufficient search and internal regulatory activity. Teachers of high and low connectivity of the “motivated individual” (U = 114.50 at p

Keywords: stages of subjecthood formation, coherence of stages of subjecthood formation, integrity, interiorization, exteriorization

Serdyukova Nadezhda Sergeyevna, Hudezhichaolu . Problems of decorative perception in the open air among students of art faculties of pedagogical universities // Pedagogical Review. 2025. Issue 2 (60). P. 63-70

The article is devoted to the study of decorative perception as a psychological process in the context of students’ educational and creative activities during plein air practice. The skills acquired by students to study and correctly reproduce real-world objects help them in expressive stylization of nature, since only through knowledge of the subject is it possible to reveal it in the most creative way. However, having mastered the skills of realistic depiction of nature in accordance with the laws of visual literacy, senior students demonstrate an inability to depict nature decoratively. Difficulties in the transition from a realistic image to a decorative one may indicate an insufficiently developed decorative perception in students. The authors examine the psychological difficulties faced by senior students of art faculties when creating decorative sketches in nature. The study includes an analysis of psychological and pedagogical literature, observation of students’ visual activities, viewing plein air works in order to identify typical mistakes and the introduction of research results into the educational process. Based on theoretical and practical data, the authors conclude that students’ psychological problems are related specifically to decorative perception, since students do not fully understand what needs to be seen in nature. Viewing students’ plein air works confirms a low level of decorative perception, which is reflected in the absence of such features as: emotional and sensory perception of the landscape, originality of ideas, expressiveness of color, search for the stereotypical and individual, use of stylization, ability to highlight key features and combine details, create a holistic pictorial sketch. The study confirms the need for further study of this problem to reveal the methodological possibilities of plein air practice.

Keywords: perception, decorative sketch, image, design, composition