Pedagogical support of high school students' self-realization in extracurricular activities: a model and practical recommendations

Abstract

The article presents a systematized model of pedagogical support for high school students' self-realization in extracurricular activities, developed based on interdisciplinary analysis and empirical data, including in-depth interviews with teachers from various regions. The aim of the study is to translate theoretical insights and living practices into a structured methodological guide for education specialists. The model is based on existential-dialogical pedagogy of subjectivity, organically integrating activity-based, social, and subjective aspects of personal development. Five key stages of support are described in detail: from gaining primary trust and creating a situation of success to achieving social significance through mentoring and reflection. Specific methodological tools are provided for teachers, administration, and students of pedagogical universities, including project dialogue guides, project maps, and algorithms for creating a safe environment. Barrier analysis shows the need to transition from a subject-object model to a subject-subject model. The results create a theoretical foundation for the development of diagnostic tools and pedagogical technologies.