on the basis of results of annual NEFU sociological research for the period 2017-2019 and examining

their motivation for volunteering through a survey. Students volunteered in a wide range of activities:

educational programs, academic practical training, preparation of scientific papers, and

implementation of socially significant projects. When the pedagogical university students arranged

their volunteer activities to relate to their future professional activities, they significantly broadened

their knowledge about the chosen profession, reinforced their motivation for professional

development, and generated adequate self-assessments of their personal and professional qualities as

future teachers. In conclusion: professionally oriented volunteer activity as part of educating future

teachers develops not only the required professional qualities and competencies but also becomes a

stage of their professionalization, helping them to find their place of employment faster and

E-mail: aitalinavasileva@yandex.ru

Resumen

ser voluntario(a) a través de una encuesta. Los estudiantes se ofrecieron como voluntarios en una

amplia gama de actividades: programas educativos, formación práctica académica, preparación de

artículos científicos e implementación de proyectos socialmente significativos. Cuando los

estudiantes universitarios de pedagogía organizaron sus actividades de voluntariado para

relacionarlas con sus futuras actividades profesionales, ampliaron significativamente sus

conocimientos sobre la profesión elegida, reforzaron su motivación para el desarrollo profesional y

generaron adecuadas autoevaluaciones de sus cualidades personales y profesionales como futuros

docentes. En conclusión: la actividad de voluntariado con orientación profesional como parte de la

formación de futuros profesores desarrolla no solo las cualidades y competencias profesionales

requeridas, sino que también se convierte en una etapa de su profesionalización, ayudándoles a

most vulnerable members of the population have endured in isolation. Volunteering affects self-

determination of an individual, his or her matching with a community and acceptance of its values

(self-identification), as well as affects the desire to improve and develop (self-actualization). It is a

to describe the role of volunteer activities in the professional development of future teachers who are

currently students at higher educational institutions, including volunteering features and types,

motives for volunteerism, and the practice of creating facilities to support students’ volunteering, as

is occurring at Ammosov North-Eastern Federal University (NEFU).

and monetary remuneration to be the main feature of voluntary activity. Therefore, according to the

and socially useful activities. In this case, Titova (2019) suggested the following criteria to define

scheduled events, duration, organization context”.

Kobysheva (2016) identifies four types of volunteerism: mutual help or self-help, charity,

participation and self-government, and education or propaganda. Mironenko (2014) defines various

types of volunteer activities by the form of social interaction involved: virtual (online), which is the

most modern social interaction form, and typical volunteering (offline).

a way to develop a socially responsible personality (Krutitskaya, 2018), as a social activity (Vasilieva

& Nogovitsyna, 2018), as a stage in professional self-realization (Kuznetsova & Solovyova, 2018),

nearly similar level of volunteer skills.

shall be created: motivation shall be formed and the relevant factors affecting the need for

Mainardes et al. (2017) stipulated 18 factors influencing volunteer activity. Finally, the authors

importance.

involved in volunteer activities. Lack of free time was the main factor preventing students from

becoming volunteers. Clerck et al. (2019) also identified motivating and demotivating factors for

volunteerism, but in the context of management. Barriers to volunteerism were reviewed by Southby

et al. (2019). Proceeding from the study of volunteer process dynamics in the UK, Dawson, Baker &

Dowell (2019) found that socialization mechanisms, i.e. emulation, imitation, example, etc. are

altruistic motives, motives of debt, motives of personal growth. We agree that a set of motives is

identity. The impact of volunteering on individual’s self-identification and values was studied by

Gronlund (2011).

developing personal and professionally important qualities, such as empathy, communication skills,

and motivation to help. The authors once again highlight the need for volunteer activities for students

organizing volunteer activities at the University, it should be taken into account that “the self-

organizing potential of young people is one of the main conditions for volunteerism development”

(Kisilenko, 2018) as it demonstrates the realistic readiness of students to participate in volunteer

activities.

social and professional potential while providing voluntary and gratuitous sociological, psychological

and pedagogical support to students, their families, and teachers. At the same time, as claimed by

of psychological and pedagogical support of teacher’s personal and professional development in the

volunteer activities within future teachers’ training can develop their professional skills and

competencies and become a stage of their professionalization, assist in employment, and develop

social and professional activity.

Our research was carried out in the Republic of Sakha (Yakutia) of the Russian Federation

- in the most territorially vast, sparsely populated region of Russia, with harsh natural and climatic

foreign scientific, methodological, psychological and pedagogical literature. In the research was used

integration of the management approach with the methodological approaches: systemic, institutional,

motivation to participate in volunteering, difficulties faced by them, the educational effect and

personal growth observed during educational process and participating in volunteer group activities.

of the Funny and Inventive”, Yakutsk City Youth Public Organization "The NEFU United Students’

Council of Student Campus Dormitories “Sergeleekh”, "University" Voluntary Vigilante Group,

education system.

which was implemented in 2012-2013 with the aim of involving students with disabilities in social

Professional, Medical and Social Rehabilitation of Disabled People and their healthy counterparts

them, as they gain an invaluable experience in communicating with different population groups; they

establish contacts with organizations and public foundations. Moreover, there arises an additional

opportunity to be engaged in scientific activities while preparing term papers, final qualification

works, and scientific articles.

to support young people with disabilities” of the project competition held by the RS (Ya) Ministry of

Youth Policy with the project “Adaptation of children with severe speech disorders in social and

be the best pedagogical unit of the Republic and received the Certificate of Acknowledgement by the

all-Russian competition of scientific and educational projects "My Initiative in Education" (St.

university competition of pedagogical teams in Birobidzhan.

for implementing students’ potential in social and public areas; facilitating students’ research,

teaching and practically-oriented activities. Since 2017, Team members participate in implementing

the social project of the RS (Ya) Ministry of Youth and Family Policy “The Palette of Success”. The

project is focused on creating a unique site for personal growth, career guidance and enhancement of

significant projects implemented by students of the Social Pedagogy Department comprise the

following:

Pedagogical Assistance to Children with Disabilities “Saydy” was established to create a scientific

final qualification works. The students are engaged in activities of an inclusive theater group, an

inclusive decorative art studio, and two groups for children with general speech underdevelopment:

a theatre group and a decorative art studio. While working at scientific research projects, the students

gain a positive experience of social interaction, professional cooperation with their colleagues, and

satisfaction from the outcomes of their work that caters for their professional development.

teachers in guidance and education of children with special educational needs, Students’ Pedagogical

Club for autistic children “Seedling” has been working at the Department of Special (Defectological)

Education since 2008.

in educational institutions, and arrange leisure activities for children with severe speech disorders and

intellectual disabilities. Such social interaction of students in the professional area helps to realize the

personal self-determination (38).

volunteer movement, manifestation of social activity during the years of studies contributes to

graduates in the professional area. Our former graduates include the RS (Ya) Deputy Minister for

external relations and affairs of Yakutia peoples, directors of secondary schools, heads of pre-school

educational institutions, the Head of the Department of education monitoring and quality of the

Municipal Public Institution “Board of Education” of Yakutsk Urban District, higher education

teachers, holders of the badge “Hope of Yakutia” of the RS (Ya) Ministry of Education, “Expert of

educational institutions in Moscow (2018), winners in categories “Professional Competence”, “Up

psychological) to those who seek it; 3) volunteers’ participation in arranging and holding events of

product that can be implemented and distributed; 9) new opportunities, new knowledge; 10)

relationship between volunteering and future professional activities; 11) expansion of the

communication circle, contacts, etc.

students mentioned time shortage; misunderstanding of the purpose of some activities; lack of basic

knowledge; inability to select an individual education pattern to match it with participation in

volunteer activities, mostly due to self-government and self-organization issues in within academic

activities.

work in educational institutions and organizations of extended education; 49% would continue their