Andragogical principles of adult education and quality assurance of continuous pedagogical education

Мельниченко, Ольга Володимирівна (2020) Andragogical principles of adult education and quality assurance of continuous pedagogical education Педагогічна освіта: теорія і практика. Психологія. Педагогіка. (33). pp. 24-33. ISSN 2311-2409

[thumbnail of Педосвіта_33_Мельниченко 24-30.pdf]
Педосвіта_33_Мельниченко 24-30.pdf

Download (332kB) | Preview


The article is devoted to the development of adult education, its andragogic principles and the impact on the quality of continuous pedagogical education. It examines mechanisms for improving the quality of lifelong teacher education through the updating of content, the development and implementation of innovative learning technologies in line with new European educational guidelines and concepts, taking into account national educational traditions. The article examines the specificity of andragogic processes, world experience in adult education, and discusses the basic concepts of andragogy. The author analyzes the importance of the development of andragogy as a science, which allows to formulate and realize the main goals of adult education in the context of the human life path. It is noted that adult education today is based on continuing education, self-education and self-development. The importance of preparing future teachers for adult learning is emphasized in the article, the importance of a logically designed program and principles that aim to provide practice-oriented learning and an integral part of the quality of learning. Andragogic theory of adult learning is based on the fact that the purpose of the modern approach to education is to promote the development and enrichment of the whole personality, the manifestation of its identity, actualization and abilities. It brings together knowledge about the specificities of adult learning, taking into account their age, educational and living needs, real opportunities, individual characteristics and experience, psyche and physiology. Andragogic science studies the content, forms, methods and means of organizing adult learning in order to facilitate it, meet the educational needs, increase the operational efficiency of the education received while solving life problems, achieve individual goals, self-realization of personality. A number of functions are entrusted with adult education, including: social - use of social experience and involvement in solving contemporary problems of society; adaptive - regulation of relationships in a rapidly changing external environment; information - access to the necessary information, its search, selection, systematization, reproduction, use; compensation - compensation for the disadvantages of previous levels of education and ensuring a balance of self-competence and current requirements for the profession; developmental - mastering new methods of action. An andragogic approach to learning is a set of ideas that take into account the features of a purposeful process of stimulating, educating, training and improving an adult during vocational training and retraining, which integrates the experience of individual, creative, personally oriented approaches. The subject of the modern andragogy is the following basic principles: 1. The priority of self-study. Independent activity of learners is the main type of educational work for adult learners. Independent activity means the independent organization of the process of learning by students. 2. The principle of joint activity that ensures the unity of activities of learners with those who are learning, regarding the planning, implementation, evaluation and correction of the learning process. 3. The principle of relying on the experience of the learner, according to which the experience of the learner is used as one of the learning sources. 4. Individualization of learning. According to this principle, each student, together with other cadets, creates an individualized training program that is focused on specific educational needs and learning goals and takes into account the experience, level of training, psychophysiological and cognitive characteristics the learner. 5. Systematic training. This principle implies compliance with the objectives, content, forms, methods, learning tools and evaluation of its results. 6. The context of training is aimed at defining specific, vital for the learner, goals, oriented to fulfill their social roles or to improve the personality, taking into account the conditions of professional, social and everyday activities. 7. The principle of actualization of learning outcomes. Provides immediate application of the knowledge, skills, and qualities acquired by the adult learner. 8. The principle of electivity of learning. It means giving the learner some freedom to choose goals, content, forms, methods, sources, means, terms, place of study, evaluation of learning outcomes. 9. The principle of development of educational needs. According to this principle, first, the learning outcomes are assessed by revealing the real degree of learning material and determining the amount of knowledge, without which it is impossible to achieve the goal of learning; secondly, the learning process is directed at the formation of new educational needs in the learners, which are specified after the achievement of a specific learning objective. 10. The principle of mindfulness of learning. It means awareness, comprehension of the subject of learning all the parameters of the learning process and their actions to organize its process.

Item Type: Article
Uncontrolled Keywords: andragogy; andragogical principles; adult education; continuing education; quality of education; self-education; self development.
Subjects: Статті у журналах > Фахові (входять до переліку фахових, затверджений МОН)
Divisions: Це архівні підрозділи > Кафедра теорії та історії педагогіки
Depositing User: доцент Ольга Володимирівна Мельниченко
Date Deposited: 07 Sep 2020 11:44
Last Modified: 07 Sep 2020 11:44

Actions (login required)

View Item View Item