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Adult Education in the Context of Continuing Education

Annotation

The article justified the view on adult education as the realization of the possibility of expanding the scope of application of their abilities in employment, in self-organization, in changing professions taking into account the needs of the labor market, etc. Authors paid special attention to andragogic training of the university teacher, revealed the peculiarities of adult students' education, the principles of their education and described five fundamental characteristics that distinguish an adult student. One of the most important elements of the learning process is the work and competence of the andragog-teacher, which has significant differences from the work of the teacher-teacher. The authors revealed the principles of higher education and compared pedagogical and androgogic models of education.

Keywords

Continuing education, self-organization, andragogics categories, andragogic training of the university teacher, andragogic learning model

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DOI

10.20310/1810-231X-2019-19-4(42)-73-77

UDC

37.013.83

Pages

73-77

References

1. Gamburgskaya deklaratsiya ob obuchenii vzroslykh. Prinyata pyatoj Mezhdunarodnoj konferentsiej po obrazovaniyu vzroslykh [Hamburg Declaration on Adult Learning. Adopted by the Fifth International Conference on Adult Education]. Hamburg, 1997. (In Russian). 2. Gromkova M. T. Pedagogicheskiye osnovy obrazovaniya vzroslykh [Educational basis for adult education]. Moscow, 2005. (In Russian). 3. Zmeyov S. I. Аndragogika: osnovy teorii, istorii i tekhnologii obucheniya vzroslykh [Andragogics: foundations of theory, history and technology of adult education]. Moscow, 2007. (In Rus-sian). 4. Mitina А. M. Zarubezhnye issledovaniya uchebnoj motivatsii vzroslykh [Foreign research of educational motivation of adults]. Moscow, 2004. (In Russian). 5. Greshilova I. А. Filosofskiye osnovy pedagogicheskoj i andragogicheskoj modelej obrazovaniya [Philosophical foundations of pedagogical and andragogic models of education]. Moscow, 2014. (In Russian). 6. Kukuev А. I. Аndragogicheskij podkhod v pedagogike [Andragogic approach in pedagogy]. Rostov-on-Don, 2009. (In Russian). 7. Tereshchenko G. F. Аndragogicheskaya podgotovka prepodavatelya vuza [Andragogic training of university teacher] // Prepodavatel' vysshej shkoly: traditsii, problemy, perspektivy. –Teacher of higher education: traditions, problems, prospects. Tambov, 2011, pp. 142-144. (In Russian). 8. Sukhobskaya G. S. Ponyatiye «zrelost' sotsial'no-psikhologicheskogo razvitiya cheloveka» v kontekste andragogiki [The concept of «maturity of human social and psychological development» in the context of andragogics]. Moscow, 2002. (In Russian). 9. Zmeyov S. I. Primeneniye andragogicheskikh printsipov obucheniya v podgotovke i povyshenii kvalifikatsii spetsialistov [Application of andragogic principles of training in training and professional development]. Moscow, 2014. (In Russian). 10. Chernovskaya А. G. Аndragogika [Andragogica]. Moscow, 2017. (In Russian). 11. Kolesnikova I. А. Osnovy andragogiki [The basics of andragogics]. Moscow, 2003. (In Russian). 12. «Tochki kipeniya» poshli po vuzam [«Boiling points» went to universities]. Available at: http://www.comnews.ru/content/119709/2019-05-22/tochki-kipeniya-poshli-po-vuzam (accessed 7.06.-2019).

Section of issue

Kindergarten, school, higher education institution

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