ANALYSIS OF METHODOLOGICAL APPROACHES TO THE ESSENCE OF THE CONCEPT OF “CONTINUOUS PROFESSIONAL EDUCATION”
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378
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Information about authors: Lazareva Margarita Viktorovna, Postgraduate, Kemerovo State University of Culture (Kemerovo, Russian Federation). E-mail: rita.antropova@yandex.ru
Annotation: In modern social and economic conditions, the question of the relevance of continuous vocational education is beyond doubt. However, continuing vocational education as a phenomenon was formed in society in the middle of the 20th century, and the prerequisites for its formation were described earlier. In this connection, the article analyzes the approaches of domestic and foreign scientists whose work is devoted to the historical stages of the development of continuous vocational education. In all studies of historical stages, scholars agree that continuing education was considered only in the context of “adult education.” The goal of continuing professional education is to compensate for the shortcomings of previous stages of education. The article defines theoretical and methodological approaches of scientists to formulations and definition of the essence of continuous vocational education. All the authors’approaches were divided into two groups. The first group of scientists consider “continuous professional education” using a systematic approach, in various directions, for example, as a pedagogical system, a system of state and public educational organizations, and others. The second group of scientists analyze the continuous professional education on the basis of the person-oriented approach, defining the essence of the concept as a philosophical and pedagogical concept, the continuous development of human capabilities, the process of increasing professional competencies and others. In concluding this article, the author specified the notion of “continuous professional education” as a process of continuous, purposeful development, within the framework of which the roles of both the educational organization and the personality of the learner are clearly defined.
Keywords: stages of the development of continuous vocational education. In all studies of historical stages, scholars agree that continuing education was considered only in the context of “adult education.” The goal of continuing professional education is to compensate for the shortcomings of previous stages of education. The article defines theoretical and methodological approaches of scientists to formulations and definition of the essence of continuous vocational education. All the authors’approaches were divided into two groups. The first group of scientists consider “continuous professional education” using a systematic approach, in various directions, for example, as a pedagogical system, a system of state and public educational organizations, and others. The second group of scientists analyze the continuous professional education on the basis of the person-oriented approach, defining the essence of the concept as a philosophical and pedagogical concept, the continuous development of human capabilities, the process of increasing professional competencies and others. In concluding this article, the author specified the notion of “continuous professional education” as a process of continuous, purposeful development, within the framework of which the roles of both the educational organization and the personality of the learner are clearly defined.
DOI:
Article ID in the RSCI:
Article file: Download
Information about authors: Lazareva Margarita Viktorovna, Postgraduate, Kemerovo State University of Culture (Kemerovo, Russian Federation). E-mail: rita.antropova@yandex.ru
Annotation: In modern social and economic conditions, the question of the relevance of continuous vocational education is beyond doubt. However, continuing vocational education as a phenomenon was formed in society in the middle of the 20th century, and the prerequisites for its formation were described earlier. In this connection, the article analyzes the approaches of domestic and foreign scientists whose work is devoted to the historical stages of the development of continuous vocational education. In all studies of historical stages, scholars agree that continuing education was considered only in the context of “adult education.” The goal of continuing professional education is to compensate for the shortcomings of previous stages of education. The article defines theoretical and methodological approaches of scientists to formulations and definition of the essence of continuous vocational education. All the authors’approaches were divided into two groups. The first group of scientists consider “continuous professional education” using a systematic approach, in various directions, for example, as a pedagogical system, a system of state and public educational organizations, and others. The second group of scientists analyze the continuous professional education on the basis of the person-oriented approach, defining the essence of the concept as a philosophical and pedagogical concept, the continuous development of human capabilities, the process of increasing professional competencies and others. In concluding this article, the author specified the notion of “continuous professional education” as a process of continuous, purposeful development, within the framework of which the roles of both the educational organization and the personality of the learner are clearly defined.
Keywords: stages of the development of continuous vocational education. In all studies of historical stages, scholars agree that continuing education was considered only in the context of “adult education.” The goal of continuing professional education is to compensate for the shortcomings of previous stages of education. The article defines theoretical and methodological approaches of scientists to formulations and definition of the essence of continuous vocational education. All the authors’approaches were divided into two groups. The first group of scientists consider “continuous professional education” using a systematic approach, in various directions, for example, as a pedagogical system, a system of state and public educational organizations, and others. The second group of scientists analyze the continuous professional education on the basis of the person-oriented approach, defining the essence of the concept as a philosophical and pedagogical concept, the continuous development of human capabilities, the process of increasing professional competencies and others. In concluding this article, the author specified the notion of “continuous professional education” as a process of continuous, purposeful development, within the framework of which the roles of both the educational organization and the personality of the learner are clearly defined.
