The article presents the theoretical aspect of the problem of professional self-determination of high school students. The essence of the concepts of the presented problems is revealed. Professional self-determination of high school students is presented as a purposeful process that requires the development of effective conditions for its implementation. A procedural model of professional self-determination of high school students is proposed for consideration as one of the reasons for personal growth, which includes cognitive-reflexive, value-semantic and behavioral-modeling components. The stages of realization of purposeful professional self-determination of senior pupils as a reason for personal growth are presented: theoretical and analytical, ascertaining, formative and developmental. A number of methods are presented that create the basis for the purposeful process of professional self-determination, namely: the method of self-knowledge, the method of identifying and activating the values of personal growth, the method of designing the professional "I"; the presented model activates and directs the process of professional self-determination of high school students.
It is concluded that a high level of development of the cognitive-reflexive component presupposes the involvement of high school students in active self-knowledge, the result of which is a thorough knowledge of their own individual-typological characteristics, an understanding of the strengths and ways of their successful use, a constant interest in the topic of choosing a profession. The high level of development of the value-semantic component testifies to the formation of high school students' values of labor and values of growth, the presence of a stable desire for self-improvement. A high level of the behavioral modeling component presupposes that high school students are aware of their responsibility for choosing a future profession, the ability to make informed decisions, and a willingness to model the professional “I”.
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