Several peculiarities of student professional single-mindedness in geography studies

Šiame darbe nagrinėjami kai kurie geografijos studijų programos studentų profesinio kryptingumo ypatumai. Jie apima padidėjusį susidomėjimą geografijos dalyku ir efektyviu dalyvavimu su geografija susijusioje veikloje mokykloje ir už jos ribų, noru pasirinkti geografijos studijų programą Vilniaus pedagoginiame universitete. Straipsnyje pristatomi ir aptariami 2008 m. atlikto tyrimo rezultatai, kurie liudija nepakankamą būsimųjų geografijos mokytojų profesinį - pedagoginį kryptingumą.The progressing economics and other human activities are influencing the economic and social environment and at the same challengings those who are active participants of this process. It is important to choose a profession which corresponds both individual and social demands. Properly chosen profession and the well-liked work and career possibilities are key steps in everybody's life. A lot factors, mainly including secondary school, are playing an important role in it. It must develop human natural physical and spiritual abilities, lay conditions for individual development and personality perfection. This paper covers the results of the research where 200 students o f Vilnius Pedagogical University Geography study programme participated. The purpose of the research was to analyse the professional decision taking features among students. The most favourite and less favourite subjects plus the motivation were researched, also geographic activities in school and outside the school as well as circumstances influencing choice of geographer profession were surveyed. The research showed that the students of geography study programme chose geographer's speciality as they were interested in geography both at school and after school. The school itself has made also an important influence, as well as the self-determination. The survey also revealed that the subject single- mindedness is more significant than professional pedagogical single-mindedness. The results and conclusions o f the research can be used for improving geography teacher qualification for schools