ПОСТАНОВКА И РЕШЕНИЕ ПРОБЛЕМ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ: ОБЗОР ДОСТИЖЕНИЙ НАУЧНОЙ ШКОЛЫ

Abstract

The concept and practice of implementing lifelong education has reached maturity by now. Scientific schools in Russia and abroad contribute to the development of this global and relevant scientific field. The article aims to analyze the results of scientific research of the representatives of our scientific school, devoted to urgent problems of continuing education. The following tasks are solved on the basis of the analysis of scientific publications of the authors – representatives of the scientific school: identifying key areas in which research has been and is ongoing; noting significant results of the authors in the framework of the research area “Continuing education”; determining the continuity in solving scientific problems within each area of research; revealing the evolution of the authors’ views depending on the backgrounds of chronological period. Three periods have been revealed in the development of the ideas of continuing education in our scientific school (late 70s–80s of the 20th century; 90s of the 20th century – the first decade of the 21st century; second decade of the 21st century). The main directions in the study of problems of lifelong education in our scientific school are identified: education as a result of education and the student’s personal resource; correlation of education, competence, health; self-education as an aspect of lifelong education; preparing students for pedagogical and professional communication; students' health care; personally-oriented professional development of educators; the unity of objective and subjective factors in the management of advanced training of heads of educational institutions; systematization of formal, informal, non-formal aspects of continuing education of specialists; design and implementation of continuing professional education in the modern world. The achievements of scientists representing our scientific school in these areas are characterized.