FROM PERSONALIZED EDUCATION OF ADULTS TO PERSONALIZED EDUCATION OF CHILDREN

Vilkova Alevtina Vladimirovna, Fadeyeva Svetlana Aleksandrovna, Alekseeva Olga Vyacheslavovna, Aleksandrova Natalya Viktorovna

DOI: 10.23951/2307–6127-2020-6-23-30

Information About Author:

Vilkova A. V., Doctor of Pedagogic Sciences, Associate Professor, Colonel of Internal Service, Deputy Head of the Federal State Institution of the Federal Penitentiary Service of the Russian Federation (ul. Zhitnaya, 14, GSP-1, Moscow, Russian Federation, 119991). Fadeyeva S. A., Doctor of Pedagogic Sciences, Chief Researcher Federal State Institution of the Federal Penitentiary Service of the Russian Federation (ul. Zhitnaya, 14, GSP-1, Moscow, Russian Federation, 119991). Alekseyeva O. V., Candidate of Pedagogic Sciences, Associate Professor, Deputy Head of the Department of Postgraduate Studies and Residency, Novgorod State University named after Yaroslav the Wise (ul. Bol’shaya Sankt-Peterburgskaya, 41, Veliky Novgorod, Russian Federation, 173003). E-mail: Olga.Alexeeva@novsu. ru Aleksandrova N. V., Candidate of Psychological Sciences, Associate Professor, Novgorod State University named after Yaroslav the Wise (ul. Bol’shaya Sankt-Peterburgskaya, 41, Veliky Novgorod, Russian Federation, 173003). E-mail: natalia_nov75@mail.ru

The article raises the problem of identifying the features of the personified approach in the pedagogical process of children and adults; on the basis of historical and pedagogical analysis, the phenomenon of personification is characterized, its features are revealed. It is proved that personification in education as a pedagogical principle determines the possibility of selforganization of the personal educational space, as it is associated, first of all, with the maximum activity of the student. The main ways of personification in additional professional education for adults have been determined. The guidelines for organizing a personified educational process are presented: the perception of the educational situation by the teacherstudent of course training as a projective situation; providing the opportunity for teachers to make adjustments to the training program; focus of attention – on the personification of teaching, self-development, self-education of teachers; providing the possibility of individual consulting for teachers, experts and course curators in any format; availability of all educational on-line and off-line resources; the possibility of completing training courses and modules at a pace convenient for the student; organization of an informal educational environment and support in informal education; stimulating motivation for self-learning; actualization of the transition to problem- and project-oriented models of the formation of knowledge, skills and competencies; «Objectification» (and manifestation) of the personal learning outcomes of teachers. The interdependence of the experience of pedagogical personification and personification of the student is shown.

Keywords: personification, personality, individuality, teaching staff development, selfimprovement, personalization, subjectivity

References:

1. Akmalov A. Yu. Zakonomernosti i printsipy vospitaniya: personifi katsiya [Patterns and principles of education: personifi cation]. Vestnik Akademii rossiyskikh entsiklopediy, 2002, no. 3 (5), pp. 85–88 (in Russian).

2. Serovetnikova S. A. Zakonomernosti i printsipy vospitaniya tsennostnykh oriyentatsiy shkol’nikov v uchebnoy deyatel’nosti [Regularities and principles of education of value orientations of schoolchildren in educational activities]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2015, no. 8 (161), pp. 30–35 (in Russian).

3. Filatova M. N. Individualizatsiya i personifi katsiya – aktual’nye problemy sovremennogo obrazovaniya [Individualization and personifi cation – actual problems of modern education]. Bibliotechka dlya uchrezhdeniy dopolnitel’nogo obrazovaniya detey, 2016, no. 1, pp. 44–80 (in Russian).

4. Kozyrevskaya A. V., Usataya E. R. Obrazovaniye v ramkakh individualizatsii, personifi katsii i personalizatsii [Education through individualization, personifi cation and personalization]. Sankt-Peterburgskiy obrazovatel’nyy vestnik, 2018, no. 6 (22), pp. 24–26 (in Russian).

5. Petrovskiy A. V. Istoriya i teoriya psikhologii [History and theory of psychology]. Rostov-on-Don, Feniks Publ., 1996. 415 p. (in Russian).

6. Fadeyeva S. A. Personifi katsiya obrazovaniya: v kontekste traditsiy i novatsiy [Personifi cation of education: in the context of tradition and innovation]. Natsional’naya assotsiatsiya uchyonykh, 2015, no. 5, pp. 81–83 (in Russian).

7. Orlov A. B. Lichnost’ i sushchnost’: vneshneye i vnutrenneye “ya” cheloveka [Personality and essence: external and internal “I” of a person]. Voprosy psikhologii – Voprosy Psychologii, 1995, no. 2, pp. 5–19 (in Russian).

8. Personifi tsirovannaya model’ povysheniya kvalifi katsii rabotnikov obrazovaniya v sovremennykh sotsial’no-ekonomicheskikh usloviyakh [Personalized model of professional development of educators in modern socio-economic conditions]. Moscow, Flinta: Nauka Publ., 2012. 342 p. (in Russian).

9. Blonskiy P. P. Izbrannye pedagogicheskiye sochineniya [Selected pedagogical writings]. Moscow, Izd. APN RSFSR Publ., 1961. 695 p. (in Russian).

10. Kabush V. T. Gumanisticheskaya vospitatel’naya sistema: teoriya i praktika [Humanistic educational system: theory and practice]. Minsk, Academy of Postgraduate Education Publ., 2001. 332 p. (in Russian).

11. Bratcharenko S. L. Vvedeniye v gumanitarnuyu ekspertizu obrazovaniya: metodicheskoye posobiye [Introduction to the humanitarian examination of education: teaching edition]. Saint Petersburg, Saint Petersburg State University of Pedagogical Excellence Publ., 2003. 55 p. (in Russian).

( 406.94 kB ) ( 400.23 kB )

Issue: 6, 2020

Series of issue: Issue 6

Rubric: GENERAL AND ADDITIONAL EDUCATION

Pages: 23 — 30

Downloads: 867