The impact of the professional and pedagogical training on undergraduate student teachers' career orientations

In the context of a teacher shortage, it is particularly important to place special emphasis on developing the motivational foundations for pedagogical activity during the university training of future teachers. These foundations are built upon an awareness of the profession's value-based and meaningful content and ensure readiness for successful entry into the field. In this regard, studying career orientations becomes relevant, as they encompass motives and values related to the profession and define an individual's goals and methods for achieving them on their professional path. The aim of the article is to compare the influence of professional pedagogical training on the career orientations of students at federal and regional classical universities. For this purpose, a longitudinal study was conducted, tracking the career orientations of over 200 students from Kazan Federal University (KFU) and Smolensk State University (SmolSU) during their first and third years of study. The following methods were used in the study: the diagnostic methodology "Career Anchors," a survey to identify features of professional self-determination and students' academic activities, and an analysis of curricula. The analysis of the obtained data revealed both similar trends in the formation of career orientations among pedagogical bachelor's students and differences attributable to the status of the universities and the specifics of how professional training is organized. Students from both universities share similar socio-demographic characteristics and score high on scales correlating with the teaching profession: job stability, dedication to a cause, and integration of lifestyles. However, students at the regional university are more motivated to enroll in a teacher training program, whereas students at the federal university are more oriented toward choosing a prestigious university than a specific major. This is reflected in higher scores on the aforementioned career orientations among first-year SmolSU students. Differences in professional training are evident in the greater number of hours allocated to psychological and pedagogical disciplines and the more systematic organization of practical training at the federal university. This contributes to strengthening motivation for the teaching profession among KFU students and brings the career orientation indicators of both universities closer together. At the same time, the dynamics of these orientations among SmolSU students by their third year indicate a more realistic attitude toward the profession. The identified correlations suggest a more definite focus on the teaching profession among students at the regional university, and an orientation that allows for alternative professional trajectories among students at the federal university. The authors declare no conflicts of interests.

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