Email this article Theoretical and methodological foundations of continuous pedagogical education: pre-university component
- Authors: Skudareva G.N.1
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Affiliations:
- University for Humanities and Technologies
- Issue: Vol 26, No 191 (2021)
- Pages: 160-168
- Section: ПЕДАГОГИКА ДОШКОЛЬНОГО И ШКОЛЬНОГО ОБРАЗОВАНИЯ
- URL: https://ogarev-online.ru/1810-0201/article/view/298371
- DOI: https://doi.org/10.20310/1810-0201-2021-26-191-160-168
- ID: 298371
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Abstract
The problem of pre-university pedagogical education is actualized with the goal of identifying its theoretical and methodological foundations, analyzing the features and specifics in the context of continuous pedagogical education. By means of the methods of theoretical analysis of literature, contextual and dynamic analysis of pedagogical systems: a) the socio-educational and practical importance of pre-university education in the context of its normative uncertainty, semantic categorical “blurring”, lack of scientific substantiation is emphasized; b) the factors that complicate the process of pre-university education are named; c) the concepts of “continuous pedagogical education”, “pre-university education” are theoretically formulated; d) revealed the theoretical and methodological foundations of pre-university education; e) the subjects are characterized; f) the types are differentiated (school, university and mixed); g) the functions of preuniversity education in its integration, socializing, adaptive, motivational and personalitydeveloping interpretations are studied, and its principles (humanism, continuity, social partnership, continuity, integrity) are systematized, and generalized signs (integrativity, practice-oriented, mobility).
About the authors
G. N. Skudareva
University for Humanities and Technologies
Author for correspondence.
Email: skudarevagalina@yandex.ru
ORCID iD: 0000-0001-5254-4948
Candidate of Pedagogy, Associate Professor, Head of Pedagogy Department
22 Zelenaya St., Orekhovo-Zuevo 142611, Moscow Region, Russian FederationReferences
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