The dissertation is devoted to the problem of forming the readiness of future teachers for the professional orientation of pupils through non-formal education. The research task is solved by critically analysing and systematising the theoretical foundations of future teachers' readiness to implement professional orientation through non-formal education and developing and experimentally testing the technology of its formation in the process of professional training. The expediency of studying this topic is actualised by a number of contradictions between: the existing theoretical psychological and pedagogical basis of developments in the field of career guidance and the need to modernise it in accordance with the current needs of society; popularisation of non-formal education and insufficient disclosure of its potential in the system of pupils’ career guidance; the leading role of school teachers in the career guidance of students and their unpreparedness for its effective implementation; the need for special training of future teachers for pupils’ career guidance through non-formal education and the lack of research aimed at substantiating the theoretical and methodological foundations of this training. To achieve the goal and objectives of the study, as well as to increase the effectiveness of forming future teachers' preparing to implement professional orientation through nonformal education, the essence and appropriate technology for the formation of pedagogical readiness, which includes motivational and adaptation, theoretical and practical, and generalising stages that ensure the focus of future teachers' professional training on the development of professional skills, integration of knowledge and practical experience in the implementation of professional orientation through non-formal education. The scientific novelty and theoretical significance of the study is that for the first time: a technology for forming the readiness of future teachers to implement the professional orientation of students through non-formal education has been developed, which can be understood as a set of goals, content, forms, methods, techniques and means, united in four blocks (preparatory, motivational and target, content and procedural, analytical and resultant), taking into account the peculiarities of higher pedagogical education, that are consistently implemented and ensure the effective preparation of future teachers for the implementation of pupils’ career guidance through non-formal education and provide for the impact on all its components during three stages (motivational and target, content and procedural, and analytical and result); the essence and components of the future teacher's readiness for pupils’ career guidance through non-formal education are defined, the understanding of career guidance as an educational system aimed at professional self-determination of the individual and meeting the needs of the country's labour market is formulated; the criterion-diagnostic apparatus for determining the level of formation of future teachers' readiness for pupils’ career guidance through non-formal education has been developed, namely, indicators of the formation of future teachers' motivation to implement this activity, the nature of interest, completeness of knowledge in the field of career guidance and non-formal education, the level of formation of acquired skills and abilities of future teachers, the formation of the analytical and evaluative component; the ways of forming the readiness of future teachers to implement the professional orientation of students through non-formal education are substantiated; the peculiarities of the current state of the career guidance system in Ukraine and leading European countries; the essence of teacher's activity in pupils’ career guidance through nonformal education; theoretical foundations of career guidance work with pupils (forms and methods of its implementation) and theoretical foundations of training future teachers (methods and means of training) were further developed. The first chapter of the dissertation analyses the pedagogical, psychological and pedagogical literature, considers the ways of formation of career guidance in Ukraine and leading European countries, the structure, tasks and functions of career guidance and nonformal education. The essence of the leading categories of the dissertation research is defined, the main concepts, "career guidance" and "non-formal education", are considered and analysed. The technology of forming the studied readiness is scientifically substantiated. The structure of future teacher's readiness to implement professional orientation through nonformal education, which consists of motivational and value, knowledge and practical, reflective and corrective components, is developed.
