The aim of the research is to identify the structural components of future teachers’ readiness for career guidance work in relation to the description of methods that promote students’ conscious (subjective) choice of a future profession. The article examines approaches to understanding the term “career guidance work” as an active activity that involves creating organizational and pedagogical conditions, the substantive part of which is mainly aimed at the changing realities of modern society, in particular the current needs of modern adolescents and the strategic goals of Russian education. Examples of career guidance methods (by stages of training) and recommendations for teachers on organizing career guidance for students during their teaching practicum are presented. The scientific novelty of the research lies in the substantiation of the specifics of preparing students for career guidance work, aimed at the possibility of consciously choosing ways to interact with students in the process of their choosing a future profession and developing such personal skills as communication, organization, adaptability, and stress resistance. As a result of the research, components of students’ readiness (goal-oriented, motivational-value-based, informational, activity-practical, and reflexive) were identified, which contribute to preparing students for career guidance work with schoolchildren, aimed at achieving a subject-to-subject meaningful result.
Paletskaya et al. (Mon,) studied this question.