E-learning in the Time of COVID-19
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 13, Katowice–Cieszyn 2021, pp. 266–277
ON THE USE OF SOCIAL NETWORKS IN TEACHERS’ CAREER GUIDANCE ACTIVITIES
Mariia Ostroha 1, Marina Drushlyak 2, Inna Shyshenko 3, Olha Naboka 4, Volodymyr Proshkin 5, & Olena Semenikhina 6
1, 2, 3, 6 Makarenko Sumy State Pedagogical University, Romenska str, 87, Sumy, Ukraine 4 Donbas State Pedagogical University, Henerala Batyuka St. 19, Sloviansk, Ukraine 5 Borys Grinchenko Kyiv University, Bulvarno-Kudriavska St. 18/2, Kyiv, Ukraine 1 email@example.com, ORCID 0000-0003-0044-8801
2 firstname.lastname@example.org, ORCID 0000-0002-9648-2248
3 email@example.com, ORCID 0000-0002-1026-5315
4 firstname.lastname@example.org, ORCID 0000-0003-4635-0009
5 email@example.com, ORCID 0000-0002-9785-0612
6 firstname.lastname@example.org, ORCID 0000-0002-3896-8151
Abstract: The article reveals the essence of professional orientation as a system of interaction between a young person and a educator (teacher, teaching staff, society), which is aimed at meeting the needs of the person in professional self-determination. The authors make a content analysis of Internet sources to identify resources that can be used to support career guidance activities and present a classification of Internet resources by types of career guidance work: diagnostic (online testing), agitation (university and interested institution sites), advisory (career guidance sites, network services), information and orientation (professions directories, job sites), accompanying (support development software), organizational (chats, e-platforms for communication), and by types of career guidance activities: sites for meetings (network services), for immersion (specialized software), for consulting (online tests, career guidance sites), for excursions (institution sites), for projects (educational resources). Emphasis is placed on social networks and possibilities of their use in career guidance activities due to the large number of users, the informal nature of communication within the network, which is more interactive (almost one-time exchange of ideas and resources). The practical state of teachers’ readiness to use social networks in career guidance was studied and it was found that despite the 100% inclusion of pre-service and service teachers in social networks, their readi- ness to involve them in career guidance is insufficient.
Keywords: career guidance, career guidance activities, professional self-determi- nation, social networks, digital technologies, teachers’ career guidance activities.
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