ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ НАВЧАЛЬНОГО ПРОЦЕСУ ДОРОСЛИХ У СИСТЕМІ НЕПЕРЕРВНОЇ ОСВІТИ

Abstract

Introduction. Currently, the system of teacher training continues to actively search for new or- ganizational forms, adjusting the content of the learning process to improve the quality of training. The close attention of scientists is focused on the study of the qualitative organization of the educational process of training teachers for schools. The article is enlighten the research of educational continuing studying which lies in the basis of the system of qualification uprising of educational specialists, the article is enlighten particulars of educational process of specialists which are the mortgage of success in qualifica- tion uprising. The author analyses the education of adults as an integral part of continuing education, factors influencing the attitude of adults to education: the specifics of the motivation of adult learning activities, the nature of the adult's position in learning, the influence of the practical experience of adults in the process of learning. In the article, authors consider the peculiarities of adult education in the system of continuous education. The concept of the results of research of the features of adult learning in the training of teaching staff have been generalized, of the analysis of the process of organization of postgraduate education. The purpose of the article. Based on the study of the system of postgraduate education of teachers to identify features that are inherent in the process of adult learning.The methods of analysis. The theo retical methods of research are used in the article. Results. The article is devoted to the description of the theoretical bases of the research peculiarities of adult education in the system of continuous education of teachers. Originality. The understanding the successful qualification uprising of teachers depends on age and psychological features of a person. Conclusion. It has been proven that adult learning dif- fers significantly from children's education in a clearly perceived need for continuous professional development and growth. It is emphasized that the process of training a specialist-practitioner never ends. The subject who participates in the educational process has a clear goal, is aware of the dependence of its successful achievement on learning, ie on the continuous process of professional development