employee from 01.01.2022 until now
Russian Federation
UDC 37
In our previous research, it was revealed that the current state of labor education in schools demonstrates a steady shift in focus toward career guidance: more than half of schools associate labor practices with preparation for career choice and familiarization with the labor market. Based on an in-depth analysis of data from general education institutions in 68 regions of the Russian Federation, this article examines one of the central aspects of this relationship – the development of practice-oriented learning. The purpose of the article is to clarify how schools construct the content and pedagogical objectives of labor education within a practice-oriented approach, which formats of career exploration experiences become widespread and sustainable, and how students’ interest in different professions, including helping professions, is formed through these practices. The article shows that the introduction of the subject “Technology” into the mandatory part of the curriculum has strengthened the institutional role of classroom-based practical activity, which is increasingly viewed as a basic platform for career guidance. Career exploration experiences are becoming a key mechanism for the formation of early professional experience. It has been revealed that orientation toward helping professions links labor education not only with the choice of educational and professional trajectories, but also with the formation of value attitudes toward creative labor, care for others, and students’ social responsibility.
labor education, practice-oriented learning, the subject «Technology», career exploration experiences, helping professions, career guidance
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