Самообразование в механизмах профессиональной адаптации студентов московских гуманитарных вузов

doi:10.31119/jssa.2020.23.3.4

DOI: https://doi.org/10.31119/jssa.2020.23.3.4

Антонина Пинчук Институт социально-политических исследований FACTS AS, Российский экономический университет им. Г.В. Плеханова. Москва, Российская Федерация antonina.pinchuk27@bk.ru
Светлана Карепова Институт социально-политических исследований АСТ АН РАН. Москва, Российская Федерация Svetlran@mail.ru
Дмитрий Тихомиров Российский экономический университет им. Г.В. Плеханова. Москва, Российская Федерация dat1983@yandex.ru

Для цитирования

Пинчук А., Карепова С., Тихомиров Д. Самообразование в механизмах профессиональной адаптации студентов московских гуманитарных вузов. Журнал социологии и социальной антропологии, 23(3): 78-99. DOI: https://doi.org/10.31119/jssa.2020.23.3.4

Аннотация

The article is devoted to the issues of professional adaptation of students of the social and humanitarian profile of training in the conditions of increasing importance of digital competencies of modern specialists. Based on sociological theories, research approaches to the study of professional adaptation in the socio-cultural aspect are being developed. In the context of the interpretative theoretical direction, the activity aspect of adaptation is revealed and the theoretical and methodological foundations of the analysis of educational practices in the mechanisms of professional adaptation are explicated. Special attention is paid to self-education practices that contain significant potential for personal and professional development throughout an individual's life. The results of an empirical study carried out by the authors in Moscow universities for the humanities in 2019 are presented. Based on the obtained data shows the advantages of self-education in the perception of the interviewed students, studied the need for young people learning in the development of digital competences, analyzed the prevalence and characteristics of practices of self-education aimed at self-development of the digital component of professional training. Differences in the assessment of the importance of self-education as a professional competence and a method of professional adaptation in groups of respondents differentiated by the criterion of work experience are established. It is concluded that for students whose professional adaptation takes place exclusively at the University, self-education is an important characteristic of the competence profile of a sought-after specialist. However, in the sphere of personal initiatives, the adaptive resource of self-education is poorly updated in this group of respondents, which is mediated by a number of reasons, in particular, orientation to social responsibility of future employers, lack of free time and personal characteristics. On the contrary, those students who have acquired work experience are much more likely to demonstrate the reproduction of self-education practices in ways of professional adaptation. The article shows the need for further research of educational practices in the mechanisms of professional adaptation of the young generation of specialists who may face various difficulties in the labor market in the dynamically changing conditions of modern reality.

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