STRUCTURAL-FUNCTIONAL MODEL OF FORMING PROFESSIONAL VALUE ORIENTATIONS IN FUTURE AGRITECHNICIANS AT THE COLLEGE THROUGH CURATORIAL ACTIVITIES

Abstract

Relevance. Current events in Ukraine and associated socio-economic and psychological transformations stimulate members of society to take responsibility for their own destiny, thereby gradually affirming a fundamentally new system of value orientations in people's consciousness. This underscores the importance of integrating future specialists' professional values with the values of a free democratic society; thus, the process of educational seekers' value self-determination should be viewed as a process of defining and forming a value-oriented system necessary for successful further professional activity in the "human – human", "human – world" system.

Objective: To substantiate the structural-functional model of curatorial educational activity as a significant factor in the formation of professional-value orientations in future agritechnicians.

Methods: Study and analysis of philosophical, general scientific, methodological, psychological-pedagogical literature, and legal documentation; educational-planning documentation to assess the problem's current state; synthesis of obtained information to determine research directions (refinement of hypothesis, conceptual framework); comparison – for contrasting researchers' approaches to solving the problem of forming professional-value orientations; synthesis – for substantiating the conceptual-categorical apparatus, defining the content of future agritechnicians' professional-value orientations, substantiating the role of the curator in their formation and development; modeling – to create a model of curatorial educational activity.

Results and discussion: The source base of the study was examined, its conceptual-categorical apparatus was specified; a theoretical analysis of the educational activity of the curator as a pedagogical problem was conducted; the structural-functional model of curatorial educational activity was substantiated, and the main tasks of the curator's work were formulated.

Conclusions: It was demonstrated that forming professional-value orientations in future agritechnicians is a complex process that combines both future specialists' personal perceptions of their profession's values and considerations of the socio-cultural context of their professional training and adaptation; it was determined that forming professional-value orientations in future agritechnicians is a methodologically substantiated educational process, aimed at the professional-personal establishment of educational seekers and mastering by future agritechnicians of the norms and values of their future profession, recognizing themselves as subjects of this profession, and fostering a stable positive attitude towards future professional activity; it was clarified that the curator's influence on student groups is significant in forming professional-value orientations; the main tasks of the curator were formulated (preparing educational seekers to recognize the motivational-value system of the specialist; motivating educational seekers to align their motives and values with professional requirements; teaching future specialists to align personal traits and qualities with the characteristics and requirements of the profession; consulting educational seekers on professional development); the structural-functional model of curatorial educational activity was substantiated, presented in several blocks (normative-target, methodological, organizational-procedural, structural-criterial) and aimed at facilitating the formation of professional-value orientations in future agritechnicians; prospective directions for further research were identified (preparing curators to address problems of educating future specialists and developing a system for evaluating the results of their educational activity).