Оn the basis of analysis of scientific literature, the essence of professional self-realization of future engineers, its structural components of professional self-realization of future engineers, namely: motivational-value, cognitive-activity, person-reflexive, is disclosed. The essential features of professional self-realization of future engineers as a set of concrete activities are determined, namely: self-actualization, self-knowledge, self-realization, self-improvement, self-affirmation, reflection, self-regulation, self-presentation, self-development, which provide positive results of professional training.
The educational and professional potential of students as the needs of the professional «I»-concept - «I want-I can-achieve»- and their realization in professional training, ability to master the basics of professional activity, satisfaction with the results of their own professional self-realization is revealed.
The criteria, indicators of levels (high, average, low) of professional self-actualization of future engineers in the process of educational practices are specified: motivational-professional criterion; cognitive-practical criterion; reflective and evaluation criterion.
The analysis of the current state of professional training of engineers has shown insufficient study of the influence of educational practices on the development of professional self-realization of future engineers, which does not satisfy neither the subjects of the educational process, nor employers. The role of educational practices in the professional self-realization of future engineers is determined, which is to reveal their capabilities and abilities, to realize the educational and professional potential. The content, forms, methods of educational practices in higher technical education institutions are revealed. The educational functions of educational practices (educational, educational, stimulating, developing, diagnostic) in the process of preparation of future engineers for professional self-realization are determined.
The effectiveness of pedagogical conditions of preparation for professional self-realization of future engineers during educational practices is theoretically substantiated and experimentally tested, namely: activation of the needs of professional self-realization of future engineers in the process of educational practice; the disclosure of the educational and professional potential of students in solving various levels of professional-oriented tasks; formation of skills of self-presentation of students' own educational products from educational practices using means of information and communication technologies.
Also, the methodology of preparing future engineers for professional self-realization in the process of educational practice as a holistic, purposeful, phased implementation of the above educational functions of educational practices and pedagogical conditions by means of introduction of teaching materials, methods and forms, means of information and communication technologies in work with students has been experimentally tested. The methodology for preparing future engineers foresaw a division into stages: preparatory, content, final.
Efficiency has been shown by collective tasks, drawing up future reports by engineers in the form of presentations, keeping a personal blog, meeting with leading engineers, drafting business meetings, business meetings, transport tasks with several options, using electronic libraries, teaching materials, tools of Information and communication technologies.
