Comparative characteristics of readiness to conduct professional activities among students of technical and pedagogical universities

Introduction. The article discusses the problem of differences in preparing students of technical and pedagogical universities for pursuing professional careers. By focusing on the identified differences, it is possible to prepare students more effectively for future careers. The purpose of the study is to identify differences in the formation of the technical and education students’ readiness to carry out professional activities. Materials and Methods. The research was conducted on the basis of theoretical analysis, generalization, and systematization. The authors describe a model of forming the readiness of technical and education students to pursue professional careers. Educational conditions (factors) are formulated within the framework of the proposed model. In order to assess the level of students’ readiness to pursue professional careers, the authors developed and applied tests. When processing the obtained data, the χ2-Pearson criterion was used. Results. The results of the study allow the authors to conclude that it is necessary to form all the identified components of readiness for professional careers among both students of technical and pedagogical universities. However, special attention should be paid to the formation of the reflexive and evaluative components of readiness among students of technical universities, and the cognitive component of readiness among students of pedagogical universities. Conclusions. The article concludes that the formation of readiness among students of technical and pedagogical universities to pursue professional careers allows the authors to determine the areas of further improvement: for technical universities - the development of reflective and evaluative skills, for pedagogical universities – improving the quality of education in the field of fundamental disciplines.