Gain of prospective teachers’ social participation in higher school life as a prerequisite for career (self-) education

In Europe, a trend is observed to ensure the quality of all the education system by applying alternative teacher training ways that raise the teacher‘s profession onto a higher level of professionalism; therefore, education is pragmatically increasingly more frequently oriented towards an individual‘s career (self-) education by means of the surrounding social reality. Learning in a university takes place in the process of social interaction, thus, education is evaluated as a totality of conditions for the creative manifestation of an individual‘s innate abilities when he takes over and develops culture, i.e. when he discovers his experience-based space of individualisation. Thus the interaction of social participation and career education becomes a functional approach in the contemporary university life. The aim of the research is theoretical and empirical justification of the gain of prospective teachers‘ social participation in higher school life as strategic guidelines of career (self-) education and, on that basis, the development of a theoretical- hypothetical model On the basis of the research findings, a model of correlation between the gain of students-prospective teachers‘ social participation in higher school life and career (self-) education was developed, whose practical implementation is considered to be a strategy for more effective students‘ involvement in social participation processes in higher school by means of conscious reconstruction of social reality for the implementation of the strategic guidelines of one‘s own career. The systemic theoretical analysis of the present research and the empirical data revealed a scientifically conceptual and empirically expressive correlation between social participation, life, and an individual‘s career