Tavkin L.V.¹ (Volgograd, Russian Federation) – tavkin-larisa@volsu.ru

¹Volgograd State University

Abstract. The article presents a model for developing teachers’ readiness for business-oriented education of students in secondary vocational education. The aim of the study is to theoretically substantiate and structure a model that ensures the step-by-step development of teachers’ knowledge, value orientations, practical skills, reflective abilities, and communicative competencies required for the implementation of business-oriented education in vocational educational organizations. The relevance of the study is determined by economic transformation, the growing emphasis on personal educational outcomes in secondary vocational education, and the need to expand cooperation between educational institutions, employers, and social partners. The special significance of vocational education teachers lies in the fact that they are key agents of education capable of shaping students’ professional values, work ethic, initiative, responsibility, and readiness for conscious professional self-determination. The methodological basis of the study includes axiological, humanitarian, and activity-based approaches, which define the principles of subjectivity, humanitarian-centered orientation, and partnership interaction. The proposed model comprises goal-oriented, methodological, content-related, procedural, and result-oriented blocks. The content block includes cognitive, motivational-value, operational-activity, reflective-evaluative, and socio-communicative components of readiness. The procedural block presents the stages of readiness formation, organizational and pedagogical conditions, forms, methods, technologies, and means of teacher support. The result-oriented block defines criteria, indicators, diagnostic methods, and levels of readiness. The significance of the results obtained lies in the fact that the model creates a scientifically grounded basis for designing modular professional development programs, organizing in-house methodological support for teachers, and strengthening their role in educating students and supporting their professional self-determination. The implementation of the model contributes to the transition of teachers to a higher level of readiness for business-oriented education of students.

Keywords: teacher, readiness, business-oriented education, vocational education, model, educational environment, professional self-determination.

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For citation: Tavkin, L. V. (2026). Model of teacher readiness formation for business-oriented education of students in secondary vocational education. CITISE, 3, 409-421. (In Russian).