ЗАСТОСУВАННЯ АНДРОГОГІЧНОГО ПІДХОДУ ПРИ ПІДГОТОВЦІ ФАХІВЦІВ У ЗВО

Abstract

The article describes the relevance of the issue of the need for lifelong learning. The essence of the concepts "education", "adult education", "informal education", "informal education", "andragogy", "androgogic approach" is clarified. Characteristic features of adult education are singled out (acquiring education in adulthood; use of various forms of education in adulthood; long process of acquiring education in adulthood). It is emphasized that the content and structure of the andragogic approach include: requirements for activity, principles, forms and methods of organizing professional retraining and conditions for their effective application (taking into account individual characteristics, restructuring the technique of teacher interaction with students, independent study, joint activity, reliance on life and professional experience, development of educational needs, etc.). The stages of training are identified, according to which it is necessary to organize the training process within the framework of the andragogic approach (identification of a real problem for the solution of which training is necessary; diagnosis of the learner; planning of the training process; creation of conditions for the implementation of the training process; implementation of the training process; evaluation of the process and results training; correction of the training process. The components of the professional retraining model of the teacher in the post-graduate pedagogical education system based on the andragogic approach are proposed. They are considered the requirements for activities, methods and principles of adult learning. The principles of the andragogic approach are singled out, in particular: priority of independence; individualization; awareness of learning, actualization of its results, use of life experience, competences, etc.