Застосування принципів освіти дорослих у підвищенні кваліфікації педагогічних працівників

Abstract

Стаття аналізує особливості застосування принципів освіти дорослих у підвищенні кваліфікації педагогічних працівників. Визначено практичну, ідеологічну та теоретичну природу освіти дорослих в концептуалізації розвитку вмінь комунікації, самоаналізу та професійного розвитку педагога з позиції неперервної освіти.

The article analyzes the peculiarities of the application of the principles of adult education in improving the qualifications of pedagogical workers. The practical, ideological and theoretical nature of adult education in the conceptualization of the development of communication skills, introspection and professional development of a teacher from the perspective of continuous education is determined. It is proposed to consider andragogy as a modern invariance of transformative learning (according to the discourse positions of V. Kremen and D. Freiberg). The main principles of adult education - andragogy - are highlighted. Concepts such as individualization of education through the prism of adult experience, improvement of the qualifications of a pedagogical worker due to the implementation of the teacher's interaction skills with students, ensuring the usefulness and applicability of acquired skills, knowledge and skills, etc., were analyzed. In addition, the author's approaches to the formation of the principles of adult education from domestic and foreign researchers - A. Marchuk, L. Tymchuk, M. Knowles, E. Polson - were analyzed. In addition, a retrospective analysis of the transformation of andragogical principles was carried out in accordance with the works of A. Kapp, E. Lindeman and others. The connection between the scientific and philosophical components of the principles of andragogy and their application in the process of improving the qualifications of pedagogical workers is analyzed. In particular, the positions of J. A. Henschke and V. Tipton regarding the historical-philosophical generation of andragogic teaching, the philosophical components of the application of scientific developments and the accumulation of andragogic principles, as well as the components of stimulating (encouraging) andragogy, are highlighted, respectively. The components of professional and social professional development of the teacher using the principles of adult education - individualization of learning through the prism of adult experience, professional development of the pedagogical worker due to the implementation of the teacher's interaction skills with the students, ensuring the usefulness and applicability of the acquired skills, knowledge and skills are delineated.