GENERAL APPROACHES OF THE STUDY OF PROFESSIONAL PREPARATION FOR FUTURE FACULTY-INTERVIEWS IN THE HIGHER EDUCATION SYSTEM OF UKRAINE

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GENERAL APPROACHES OF THE STUDY OF PROFESSIONAL PREPARATION FOR FUTURE FACULTY-INTERVIEWS IN THE HIGHER EDUCATION SYSTEM OF UKRAINE

Journal Title: Молодь і ринок - Year 2018, Vol 164, Issue 9

Abstract

In the article a synthesized analysis of the general scientific approaches of the study of professional training of specialists in international relations in institutions of higher education of Ukraine is carried out. The essence, content-functional filling and operational-research potential of the system, structural-functional, integrative, paradigm, anthropological, axiological, acmeological, phenomenological methodological approaches in the context of the problem under study are found out. It is shown that the concept “approach” is one of the most commonly used in pedagogical studies. As synonymous with the concepts “pedagogical approach”, “scientific approach”, “methodological approach”, which are often identified with the concepts “principle”, “method”, etc., are used. Proceeding from the objective tendency of expanding the semantic space of the categorical apparatus of modern pedagogical science, it is proved that the concept “scientific approach”, “methodological approach”, “research approach” in general are identical and can be used: a) to designate a strategic line defining the basic theoretical the position and directions of the research process; b) as a methodological regulation of constructing a scientific search and determining the main parameters of historical and pedagogical research (object, subject, purpose, task, concept, etc.); c) as a world-view position and a set of scientific ideas and instruments, based on which, the researcher implements his scientific plans; d) as starting principles, basic provisions, consistent with educational realities, scientific and social challenges, and determining the logic, the sequence of distinguishing the main structural components of historical and pedagogical research, the nature of their content content, etc. It is concluded that, although each scientific methodological approach has its own content-functional content, they are all closely interrelated and partly superimposed on each other. This should be taken into account when complex use of this effective tool for scientific and analytical study of the problem of professional training of specialists in international relations in higher education institutions and in the process of practical organizational and didactic activity in this direction.

Authors and Affiliations

Mariya Klepar

Keywords

EP ID EP607845
DOI 10.24919/2308-4634.2018.144212
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