PECULIARITIES OF STUDYING THE ACADEMIC DISCIPLINE «HISTORY OF DEVELOPMENT OF THEORY AND PRACTICE OF ADULT EDUCATION AND ANDRAGOGY» IN THE PROCESS OF TRAINING FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS
Abstract
The review article outlines the peculiarities of studying the academic discipline «History of the Theory and Practice of Adult Education and Andragogy» in the process of training future teachers of higher education. It is noted that the possibility of using the positive achievements of the past helps to trace the process of emergence and development of different models of adult education, to predict their functioning and further progress. Adult education is closely related to andragogy, which substantiates the directions and organizational and methodological principles of the andragogical model of adult learning. Approaches to the definition of «andragogy» are considered. The purpose, object, subject and tasks of studying the discipline are defined. Prerequisites for the study are previously acquired competencies in certain educational components. The program (general and professional) competencies that will be formed in the applicants after the successful completion of the course, and the expected learning outcomes are given. The topics of the curriculum are indicated. Among the methods of teaching applicants are: a combination of traditional and interactive teaching methods using innovative technologies, visual methods, practical methods, video methods. Attention is drawn to the fact that after successful study of the discipline the graduate will be able to critically comprehend theories, basic concepts of pedagogical technologies of adult learning, choose learning technologies depending on strategic goals and objectives, provide educational and methodological support for adults; to expand the professional competencies and personal potential of the teacher-andragogue. It is concluded that the study of the academic discipline «History of the theory and practice of adult education and andragogy» contributes to the mastery of future teachers of higher education features of the practical work of a teacher-andragogue and solving complex problems in the field of professional activity. Prospects for further research on this problem are outlined.
Key words: andragogy; adult education; teacher of higher education; academic discipline; general competencies; professional competencies
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References
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References (translated and transliterated)
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