Readiness of Humanitarian Subjects Teachers for Career Guidance Work in Secondary Education Institutions

The article considers the theoretical foundations of professional orientation as a component of the professional activity of a teacher of humanitarian subjects. Vocational guidance in secondary education institutions is characterized as a science-based system for assisting high school students to identify and develop personal professional aptitudes and cognitive interests in choosing a profession. It is noted that vocational guidance in educational institutions is impossible without education, upbringing, the study of psychophysiological characteristics of high school students, psychodiagnostics, organization of elective courses and communications specially organized on a parity basis. The essential aspects of the teacher's career guidance activity (socio-economic, psychological-pedagogical and medical-physiological) are described, which are aimed at promoting the operative and meaningful choice of the future profession by high school students. The importance of involving various types of student activities (cognitive, socially useful, communicative, playful, etc.) in the career guidance work and the development of humanitarian subjects of educational technologies by the teacher are pointed out. The readiness of a humanitarian subjects teacher for career guidance work is determined by his effective theoretical and practical preparation for career guidance within his subject, effective formation of students' ability to independently and consciously choose future professional activities, responsibility for high school students' choice and career guidance system in a secondary school institution in general. Proper readiness is shown when the teacher establishes effective criteria and indicators of the effectiveness of the vocational guidance.