Reflexive Readiness to Develop Professional Skills

The current problem of high education is that, on the one hand, the market economy is interested in competitive highly qualified personnel with a stable motivation for the development of personal potential and increase the efficiency of their work, on the other hand, the period of initial professional training in the University very weakly provides this motivation. It entails the instability of interest in the profession in subsequent stages of training. The formation of motivation stability is influenced by reflection. Reflection supports motivation, aimed at professional development in adolescence. The purpose of the article is to reveal the features of reflective readiness for the professional development. Reflective readiness is a projection of soft skills in reflection associated with the development of the "reflection - motive - will" mechanism, providing and maintaining a state of readiness for professional and personal development. The authors analytically establish the degree of "merging" general professional skills and fields of reflection. General skills of different professions were allocated on the basis of FSES. Reflective directions and the "reflection - motive - will" mechanism were diagnosed with the testing method using the technique of "the Questionnaire of the reflection focus" (Sizikova T. E.). The representation of the image of the profession in culture was justified through the historical time of its existence, the need for this profession, its novelty and prestige, higher incomes due to the special knowledge for its implementation, which affects both generations and the influence of modern trends in the demand for the profession. The results obtained on the basis of an experimental study of students’ reflection at the stage of primary high education (first and second years of university studies), indicate that the reflection has the following features: 1. The more pronounced the unity of soft skills of the profession and the reflective directions, the higher the results on the scale of "reflection - motive - will", diagnosed by the "the Questionnaire of the reflection focus". And the opposite, the weaker the reflection of soft and professional skills in the directions of reflection, the weaker the work of the "reflection -motive - will" mechanism. 2. The more clearly represented in the culture the image of a profession is, the denser is the unity of soft skills and the directions of reflection. 3. In reflexive readiness, based on soft skills, there are unformed grounds for professional skills. The presence of significant differences not only in projection of soft skills in experimental groups of different professional orientation proves it.

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