FUTURE PHILOLOGISTS’ REFLEXIVITY IN THE CONTEXT OF THEIR PROFESSIONAL IMAGES OF THE WORLD
Olha Drobot
National Aviation University
https://orcid.org/0000-0001-5999-7632
Serhiy Pustovyi
University of Modern Knowledge
https://orcid.org/0000-0002-6081-1193
PDF 34-43 (Українська)

Keywords

reflection
professional orientation
professional abilities
image of the professional world

How to Cite

Drobot, O., & Pustovyi, S. (2021). FUTURE PHILOLOGISTS’ REFLEXIVITY IN THE CONTEXT OF THEIR PROFESSIONAL IMAGES OF THE WORLD. PSYCHOLOGICAL JOURNAL, 7(1), 34-43. https://doi.org/10.31108/1.2021.7.1.3

Abstract

This study presents the theoretical analysis and empirical research on reflexivity as a component of future philologists’ professional consciousness. We have confirmed that individual life-choices of professional pathways by future philologists are significantly determined by reflection and its development. The initial point of our study is the premise that reflexivity determines re-evaluation of the surrounding reality and professional self-realization. The reflexive level of future specialists’ professional consciousness requires developing the students’ ability to acquire independently philological knowledge; these efforts are applied depending on their awareness of the functional range and communicatively justified use of corresponding professional knowledge.

Age-related changes of students’ reflexivity were empirically ascertained with the semantic differential method developed by the authors, the methods of “Reflexivity Development Examination” and “Orientation” career guidance questionnaire by I. L. Solomin. Correlations between the indicators of fourth-year students’ professional orientations and professional capabilities, their reflexivity and characteristics of “the world of philology” were calculated.

The fact was empirically ascertained that aptitude and focus on executive work were directly related to the development of students’ reflexivity. Despite the fact that there is a slight predominance of individuals who had made an informed choice to pursue philological education among the fourth-year students, there was no significant difference between the sub-samples.

Students’ images of the world of philology correlated with their professional orientations. Individuals with better-developed analytical capabilities (traditionally attributed to the “human-sign system” type) characterized the "world of philology" as more intense. First-year students with technical abilities and a desire to perform executable work perceived the “world of philology” as moderately fast. The world of philology was more rounded for the “doers”. Students tending to work in a “human-human” system, which is the main characteristic of the philological profession, described “the world of philology” as “mostly female”. The orderliness of the world of philology is connected with the professional orientation of “human-artistic image”. “The world of philology” is considered to be more active for individuals with low levels of professional orientations and abilities in the “human-technology” field, as well as with low level of creative abilities.

 

PDF 34-43 (Українська)

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