PROFESSIONALIZATION OF A MODERN EDUCATOR'S PERSONALITY AND THEIR SCIENTIFIC AND PEDAGOGICAL ACTIVITY FUNCTIONS IN THE CONTEXT OF THE ANDRAGOGICAL PARADIGM

  • O. Yu. Semenova Odesa National I. I. Mechnikov University
Keywords: andragogical paradigm, professionalization of educator's personality, communicative and role-playing repertoire, scientific and pedagogical activity subjects, training of higher education applicants

Abstract

The article studies the issue of personality and scientific and pedagogical activity functions professionalization of a modern educator at higher education institutions in the context of the andragogical paradigm, which considers applicants for second-cycle (Master's level) and third-cycle of scientific and education (PhD) level of higher education as adults who gain their integral, general, and specific competencies throughout their postgraduate training. It focuses on the arguing the statement that, provided that teaching is guided by the latest scientific achievements and their usage in the educational process, the integration of educational and scientific components in the activities of higher educational institutions and applicant’s attraction to research activities require various and flexible andragogical tools, methods, and techniques. Their objective is not to assimilate and accumulate encyclopaedic knowledge of a complex, frozen, ready-made nature, but to develop and extract it after each lesson during the dialogue between all educational process participants who are intellectually developed, independent, and socially mature subjects of educational relations. It demonstrates that andragogical paradigm implementation requires appropriate professionalization of scientific and pedagogical activity subjects; they should be modern reforms providers in higher education relying on their own expanded and updated communicative and role-playing repertoire as tutors, coaches, facilitators, advisors, instructors, and mentors. This allows scientific and pedagogical activity subjects to be experts in technologies for teaching higher education applicants as adults, organizers of joint activities with them, advisors, inspires, and co-authors of individual training programs, and therefore, a source of knowledge and competence. It has been proved that Ukraine's adopting the Bologna Declaration principles (the formation of a common labour market with the highest qualification in Europe, the education level quality of experts, and their preparedness for the international labour market conditions) makes the issue of adragogical competence of the academic staff and teaching personnel at national higher education institutions even more topical.

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Published
2020-10-21
How to Cite
Semenova, O. Y. (2020). PROFESSIONALIZATION OF A MODERN EDUCATOR’S PERSONALITY AND THEIR SCIENTIFIC AND PEDAGOGICAL ACTIVITY FUNCTIONS IN THE CONTEXT OF THE ANDRAGOGICAL PARADIGM. Bulletin of Zaporizhzhia National University. Pedagogical Sciences, (1), 29-34. Retrieved from http://journalsofznu.zp.ua/index.php/pedagogics/article/view/1434