Olha Hulai. Professional Training in Terms of Continuous Education: Methodological Approaches.

(2016) Science and education, 10, 125-130. Odessa.

Olha Hulai,
Doctor of Pedagogy, associate professor,
Department of Materials Science and Engineering Designs of Plastic Forming,
Lutsk National Technical University,
75, Lvivska Str., Lutsk, Ukraine


PROFESSIONAL TRAINING IN TERMS OF CONTINUOUS EDUCATION: METHODOLOGICAL APPROACHES


SUMMARY:

Basic methodological approaches to professional training of future engineers (majoring in building) at technical universities have been described in the article. The outlined issue concerns not only pedagogical, but also technical universities, where traditionally more attention is paid to scientific and technical maintenance of disciplines, but not methodology or teaching techniques. Modern higher educational institutions face a task to teach a student to master knowledge and skills, absorb information independently, to teach him/her to study throughout life. Under the conditions of continuous education, the philosophical methodology should be used as a general strategy of examining features of professional education of future engineers-builders. The system approach can be applied with the aim to review the professional training of future builders in the context of intercommunication of all its elements. The activity approach involves complex use of innovative teaching technologies, with the transfer to intensive, interactive teaching forms and methods. From the positions of acmeology, the future specialists majoring in building are considered as subjects, capable of self-development, creative thinking, and self-organisation. Synergetics determines the idea of openness, nonlinearity of the pedagogical systems, their self-development and self-realisation. Introduction of synergetic principles in the educational process contributes to the formation of the nonlinear, system-creative thinking, exposure of the hidden potential and perspective tendencies of the development. The person-centered approach is used for the organisation of the educational process focused on the formation of a future specialist’s personality, his/her creative capabilities, general and professional culture; considering them as a condition of the high-quality education and successful professional activity of future builders. The outlined methodological approaches will contribute to the achievement of the main task of higher education – forming graduates’ professional competences. Implementation of these approaches can increase the efficiency of continuous education.


KEYWORDS:

continuous education, professional competence of a builder, system, action, self-oriented, acmeological, synergetic approaches.


FULL TEXT:

 


REFERENCES:

1. Derkach, A. A. (2006). Akmeologiya [Acmeology]. Moscow: RAGS [in Russian].
2. Andrushchenko, V. (2006). Filosofiia osvity XXI stolittia: u poshukakh perspektyvy [Philosophy of Education of the 21st century: in search for the future]. Filosofiia osvity – Philosophy of Education, 1(3), 6-12 [in Ukrainian].
3. Atanov, G. A. & Pustynnikova, I. N. (2002). Obuchenie i iskusstvennyy intellekt, ili Osnovy sovremennoy didaktiki vysshey shkoly [Education and artificial intelligence, or the foundations of the modern didactics of the higher education]. Donetsk: DOU [in Russian].
4. Vakulenko, V. (2010). Zahalna kharakterystyka akmeolohii yak nauky y sfery praktychnoi diialnosti [General characteristics of acmeology as science and the sphere of practice]. Visnyk Instytutu rozvytku dytyny – Journal of the Institute of Child Development, 10, 43-49 [in Ukrainian].
5. Dutka, H. Ya. (2009). Kompleksnyi pidkhid do modeliuvannia zmistu fundamentalnoi matematychnoi osvity u profesiinii pidhotovtsi ekonomistiv [An integrated approach to the designing of the content of fundamental mathematical education in the training of economists]. Pedahohichnyi dyskus – Teaching discourse. Retrieved from: http://www.nbuv.gov.ua/portal/soc.- gum/peddusk/2009-5/dutka.pdf. [in Ukrainian].
6. Yevtukh, M. B.& Voloshchuk, I. S. (2008). Zabezpechennia yakosti vyshchoi osvity – vazhlyva umova innovatsiinoho rozvytku derzhavy i suspilstva [Ensuring the quality of higher education - an important condition innovatsiynoho of state and society]. Pedahohika i psykholohiia – Pedagogy and Psychology, 1 (58), 70-74. [in Ukrainian].
7. Kremen, V. (2007). Novi vymohy do osvity ta ii zmistu [New requirements to education and its content]. Vyklyk dlia Ukrainy: rozrobka ramkovykh osnov zmistu (natsionalnoho kurykulumu) zahalnoi serednoi osvity dlia 21 stolittia – The challenge for Ukraine: Elaboration of Content Framework (National Curriculum) of secondary education for the 21st century: Proceedings of the Ukrainian Scientific and Practical Conference (pp. 3-10). Kyiv: TOV UVPK «Eksob» [in Ukrainian]. 8. Lutai, B. C. (1996). Filosofiia suchasnoi osvity [The philosophy of modern education]. Kyiv: Mahistr-S [in Ukrainian].
9. Natsionalna stratehiia rozvytku osvity v Ukraini na period do 2021 roku [National Strategy for Development of Education in Ukraine until 2021] (n.d.). Retrieved from: http:// www.zakon.rada.gov.ua/ go/344/2013 [in Ukrainian].
10. Nesterenko, H. (2004). Mozhlyvosti osobystosti v konteksti synerhetychnoi modeli vyshchoi osvity [Features of an individual in the context of synergetic model of higher education]. Vyshcha osvita Ukrainy – Higher education of Ukraine, 1, 25-34 [in Ukrainian].
11. Sysoieva, S. O. (2001). Pedahohichni tekhnolohii u neperervnii profesiinii osviti [Teaching technologies in continuous professional education]. Kyiv: VIPOL [in Ukrainian].
12. Pidlasyy, I. P. (1996). Pedagogika [Pedagogy]. Moscow: Prosveshchenie, VLADOS [in Russian].
13. Ponomarov, O. S. (2008). Filosofiia osvity, synerhetyka i nova osvitnia paradyhma [Philosophy of education, synergetics and new educational paradigm]. Pedahohika, psykholohiia ta medyko-biolohichni problemy fizychnoho vykhovannia i sportu – Pedagogy, psychology and medico-biological problems of Physical training and sports, 9, 102-106 [in Ukrainian].

         

       
   
   
         

 

©2020 Університет Ушинського. Всі права захищені, мабуть.