The increased requirements of modern technological education have led to the study of the problem of pedagogical support for professional self-determination in the context of additional technological training, since the professional intentions of students largely do not meet the requirements of the modern labor market and the socioeconomic demand of society. The prerequisites for the study of the problem of the organization of pedagogical support for the professional self-determination of students within the framework of the implementation of a Unified model of professional orientation were outlined. The prerequisites are the transition from the information age to the intellectual one, which is due to the industrial revolution in the economy, mass digitalization and informatization of all spheres of life. When preparing a competent specialist capable of professional adaptation in various fields of activity, able to independently design and implement their professional values, self-develop throughout their lives, it is necessary to provide an educational environment that would contribute to the productive professional self-determination of students in the context of continuing education. Currently, professional orientation is assigned a new role – creating conditions for pedagogical support of students' professional self-determination, taking into account their interests, inclinations, determining real opportunities in choosing a particular profession, successful socialization and active adaptation in the labor market, which can be implemented in a socially contextual approach. The purpose of the study: theoretical substantiation and experimental verification of the organization of pedagogical support for professional self-determination of students in the context of a socio-contextual approach. Research objectives are to clarify the concept of "pedagogical support for professional self-determination of students", its component composition; to determine the features of pedagogical support, to develop a questionnaire in order to actualize pedagogical support for professional self-determination of students in a socio-contextual approach. Research methods: theoretical (analysis of psychological and pedagogical literature, systematization of material, modeling of structural characteristics of pedagogical support for professional self-determination; empirical (questionnaire, conversation, testing), diagnostic (methods of mathematical statistics). The concept of "pedagogical support of professional self-determination of students" is considered as the interaction of education subjects, taking into account the interests, needs, personal qualities of students in the process of innovative and transformative activities, which allows to identify knowledge about various areas of professional selfdetermination: professional (knowledge, skills, competencies, experience and mastery of competencies) and social (opportunities, aspirations, meanings of activity and adaptation to society) in the context of a socio-contextual approach; Within the framework of the socio-contextual approach, pedagogical support for the professional self-determination of students is characterized by the fact that the student is socialized in society and is professionally adopted to the future profession by independently overcoming difficulties in a problematic situation, which produces the real skills of the subject himself to solve his educational and personal tasks and to make the right choice based on personal sense of activity. In the context of a contextual approach, students master their future professional activity, while perceiving their teaching as mastering the tools for solving certain professional tasks. This method models a problematic educational situation in which students are involved, "embedded" in the structure of quasi-professional activities. At the same time, the professional sense of mastering an educational subject is actualized in order to achieve the goal.
Komarova et al. (Wed,) studied this question.