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Rogova E.E., Rogov E.I. The importance of the learning activity style in formation of the image of a profession among future teachers. Pedagogical Review. 2026. Issue 5 (69). P. 148-158

The problem of individualizing the process of specialists training and developing their adequate perception of the specifics of their future profession is of great importance for modern higher education. Within the framework of the study of personality professionalization in the university, many works are devoted to the study of the role of the individual style of educational activity and ideas about professional activity in this process. However, there are almost no studies on the relationship between these phenomena. The study aims to overcome the dichotomy between the goal-setting vector, which is the image of a profession, and the operational process, which is the style of educational activity. The LSQ learning style questionnaire, the questionnaire of ideas about the object of activity by E.I. Rogov, methods of mathematical statistics (the Shapiro-Wilk criterion and Spearman correlation analysis) were used as methodological tools. The survey was conducted among 166 first-year students studying pedagogical specialties at the Academy of Psychology and Pedagogy at South Federal University including 128 girls and 38 boys, whose age distribution was 18-21 years. The results of the study revealed a specific vision of the object of future activity among students with different styles of activity. For a student with the "Activator" learning style, it is characteristic to see energy and potential in an object, and the main vector of its development should be to increase cognitive clarity: to move from an emotionally impulsive acceptance of an object to a rational, detailed understanding of it. For a student with a "Reflective" style, the image of the object of activity appears as a complex system that requires deep and long-term study; therefore, the main area of growth is the ability to maintain clarity and determination in high-dynamic conditions. A “Pragmatist” student's realistic view of the world, consisting of tools and results, motivates him to seek clarity, reliability, and usefulness in his activity. The main point of growth for such a student is developing tolerance for abstract and complex concepts, which can become the foundation for future practical achievements. The effectiveness of a “Theorist” student is related to the presentation of logic and a clear structure of the object, and his development zone lies in the exploration of dynamic and nonlinear characteristics of reality. The theoretical significance of the work is associated with the potential possibility of developing a model that describes the optimal trajectory for the formation of an adequate image of the profession for each learning style. The practical significance of the work lies in identifying the relationship between cognitive readiness (image) and behavioral readiness (style of activity), which is the key to solving the problem of professional disorientation of students during their studies at a university. The materials presented in the article allow for the development of recommendations for improving the efficiency of the educational process for each learning style.

Keywords: psychology of self-determination, student age, learning activity style, professional ideas, optimization of the educational process, image of the object of activity, professional consciousness