Pre-graduation Internship as a Factor in the Development of Professional Identity among Cadets of Educational Institutions of the Russian Federal Penitentiary Service (FSIN)

The subject of this study is the process of professional socialization of cadets of educational institutions of the Federal Penitentiary Service of Russia during their pre-graduation internship as a factor in the formation of professional identity. The aim of the study is to investigate the influence of pre-graduation internship on the development of professional identity and self-determination of cadets of the penal system. The methodology of the study is based on modern concepts of the structure of identity and the procedural nature of its formation, taking into account the specifics of the departmental educational environment. The research methods include: an analysis of the specifics of the departmental educational environment, a study of the process of coordinating personal attitudes and regulatory requirements of the service, and an assessment of the impact of real-life service experience on the professional self-determination of cadets. The number of respondents was 61 students of the operational-search specialization of the educational institution of the Federal Penitentiary Service of Russia. The results of the study showed that the inclusion of cadets in real service activities with the support of mentoring facilitates the transition from the formal development of a professional role to its internal conscious acceptance. Effective pedagogical conditions for internship support aimed at developing agency, moral stability, and professional responsibility were identified. The results are applicable to educational institutions of the Federal Penitentiary Service of Russia. The study's novelty lies in identifying and substantiating the dual nature of cadets' professional socialization and defining the role of real-life work experience in shaping professional identity. Conclusions: pre-graduation internship is a key stage in cadets' professional development, facilitating the reinforcement of value orientations, professional adaptation, and the development of a lasting sense of belonging to the professional community. Specific pedagogical conditions for internship support were developed, ensuring the effective development of professionally significant personal qualities.