Psychological Features of Subjective Semantic Fields of Future Teachers with Different Types of Professional Orientation

У статті подано результати дослідження наукової проблеми психологічних особливостей субʼєктивних семантичних полів понять у студентів педагогічних спеціальностей із різним типом професійної спрямованості (соціальним, артистичним, підприємницьким, інтелектуальним, реалістичним, конвенціональним). Для досягнення мети дослідження обрано адекватний інструментарій: метод семантичного диференціалу Ч. Осґуда, опитувальник із визначення типу особистості Дж. Голланда. Установлено, що запропоновані методики дали змогу виявити позитивно забарвлені асоціації на стимул, що поєднують із педагогічною діяльністю та реакції, що свідчать про нейтральне, а подекуди й негативне ставлення до обраної професії педагога.The article presents the results of research of psychological features of subjective semantic fields of concepts in students with different types of pedagogical orientation, which is of scientific and practical interest. Theoretical analysis of scientific works is carried out, in which various issues of motivation for the choice and entry of a teacher into professional activity are covered. To achieve the goal of the study, adequate tools were selected: the method of semantic differential Ch. Osgood, a questionnaire to determine the type of personality of J. Holland. The subjective semantic fields of the concept-stimulus “teacher” in the first-year students of pedagogical specialties by certain types of their professional orientation are characterized. It is revealed that the psychological features of the semantic fields of concepts related to pedagogical activity differ in students of pedagogical specialties with different types of professional orientation. It is established that freshmen of social, artistic and entrepreneurial types show positively colored associations with the stimulus connected with pedagogical activity. In contrast to this group, students of other types of professional orientation show reactions that indicate a neutral, and sometimes negative attitude towards the chosen profession. It is determined that participants with social, artistic and entrepreneurial types of professional orientation in comparison with students of intellectual, realistic and conventional types are more inclined to evaluate the teacher as active and strong. The obtained results of the research prove the prospects of using the methods of free associations and semantic differential with the word-stimulus “teacher” in the process of choosing a profession by a person. According to the reactions of students to these stimuli, it is possible to indirectly diagnose the professional orientation of the student and his positive (negative, neutral) attitude to the teaching profession. This can serve as a basis for updating the content of training future teachers. Prospects for further research are identified, which are to study the problem on a wider sample of respondents and to study the specifics of gender differences in the responses of recipients to study the difference in reactions to appropriate concept-stimulus of students of different pedagogical specialties