Development of personal and professional potential of high school students in the educational environment of specialized psychological and pedagogical classes

Relevance. In the 21st century, society has shifted the vector of the educational process towards individualization, personalization and digitalization. These processes were designed to transform the learning process from the point of view of humanization and a personality–centered position. The child's personality becomes the main value, and the tasks are to actualize personal potential, preserve and increase it. At the same time, the need for students in specialized and personalized assistance has increased and continues to increase from year to year. At the same time, there is a shortage of competent specialists in the professions of the "person–to–person" profile. This factor, according to recent studies, could be associated with destructive processes in the system of preparation, selection and support of students at the stage of career guidance and pre–professional training. The combination of the above factors determined the development of the pre–professional training system in specialized psychological and pedagogical classes.
Purpose. Determining the development of personal and professional potential of high school students in the educational environment of specialized psychological and pedagogical classes.
Materials and methods. Theoretical analysis of literature, testing.
Results. The analysis of the results of our study showed that the difference in the levels of development of personal potential is as follows: students of the psychological and pedagogical direction demonstrate a high level, which develops in the learning process purposefully for effective future pedagogical activity. This aspect can also be explained from the point of view of the development of professional competencies that are directly related to the above–mentioned personal qualities – cognitive, value, creative and communicative, since the future teacher must have not only special psychological and pedagogical knowledge, but also creative abilities that allow generating and performing non–standard tasks that arise in the process of teaching and educating the younger generation.
Conclusions. In the course of the theoretical and empirical study, it was revealed that a specialized psychological and pedagogical class is one of the most effective forms of organizing pre–professional training of future teachers. As part of mastering the disciplines of the psychological and pedagogical spectrum, schoolchildren receive significant personality–oriented knowledge, skills and abilities, which subsequently not only increase the level of their professional and personal potential, but are also actively integrated into their professional activities in the future.

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