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Theoretical and methodological foundations of continuous pedagogical education: pre-university component

Annotation

The problem of pre-university pedagogical education is actualized with the goal of identifying its theoretical and methodological foundations, analyzing the features and specifics in the context of continuous pedagogical education. By means of the methods of theoretical analysis of literature, contextual and dynamic analysis of pedagogical systems: a) the socio-educational and practical importance of pre-university education in the context of its normative uncertainty, semantic categorical “blurring”, lack of scientific substantiation is emphasized; b) the factors that complicate the process of pre-university education are named; c) the concepts of “continuous pedagogical education”, “pre-university education” are theoretically formulated; d) revealed the theoretical and methodological foundations of pre-university education; e) the subjects are characterized; f) the types are differentiated (school, university and mixed); g) the functions of pre-university education in its integration, socializing, adaptive, motivational and personality-developing interpretations are studied, and its principles (humanism, continuity, social partnership, continuity, integrity) are systematized, and generalized signs (integrativity, practice-oriented, mobility).

Keywords

pre-university education; continuous pedagogical education; pedagogical profiling; career guidance; professional self-determination; social partnership; methodological foundations

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DOI

10.20310/1810-0201-2021-26-191-160-168

UDC

37.01

Pages

160-168

References

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Received

2020-06-24

Section of issue

Pedagogy of preschool and school education

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