Издательство — Школьные технологии — Выпуск №5/2020

Аннотация. Сравнение принципиальных положений педагогики и андрагогики. Рассмотрение принципов обучения взрослых с позиции существующей практики профессионального развития педагогов. Выделение отдельных проблемных зон в области профессионально-рефлексивной культуры учителя, доминирующих ценностей профессионализации и методической культуры педагога.

Ключевые слова: педагогическая и андрагогическая модели обучения, принципы обучения взрослых, профессиональное развитие, мотивы профессионализации.

ANALYSIS OF THE AREAS OF EDUCATIONAL VALIDITY OF PEDAGOGY AND ANDRAGOGY: NEW QUESTIONS OF PRACTICE OF EDUCATION OF ADULTS

Valeria V. Ulitko, Vice-rector for research of the state educational institution of additional professional education «Institute for development of education and advanced training», Transnistrian Moldavian Republic, Tiraspol

Abstract. Andragogy as an independent science was framed in the 20th century, however, adult education exists for a much longer period of time, which made it possible to accumulate the necessary amount of practical observations and raise the question of the specific features of adult education. The design of a new science has become possible under the conditions of strengthening the humanistic orientation of evolutionary processes. The article compares the fundamental principles of pedagogy and andragogy, the principles of adult education are examined from the perspective of the existing practice of professional development of teachers. In this regard, certain problem areas have been identified in the field of professionally-reflective teacher culture, the dominant values of professionalization and the teacher’s methodological culture.

Keywords: pedagogical and andragogical models of education, principles of adult education, professional development, motives for professionalization.