| dc.creator |
Vladimirovich-Bfeloshitsky Aleksandr |
|
| dc.creator |
Berezhnay-Fedorovna Irina |
|
| dc.date |
2007-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:19:12Z |
|
| dc.date.available |
2015-07-20T22:19:12Z |
|
| dc.identifier |
10.2298/ZIPI0702259V |
|
| dc.identifier |
0579-6431 |
|
| dc.identifier |
1820-9270 |
|
| dc.identifier |
https://doaj.org/article/bece3d130ab54b9183b9b778285f44b1 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/19655 |
|
| dc.description |
The development of higher vocational education in Russia today is oriented towards the process of harmonization of personal and professional development of students. The issue is focused on three different perspectives: pedagogical activity of lecturers in higher vocational institutions, psychological/pedagogical research, and the student’s professional and personal development. The goal to train highly-qualified specialists with versatile personalities at the institutions of higher education depends not only on the applied theoretic/methodological basis, but also on the knowledge of the student’s personality. The first step in the process of planning and realization of the above mentioned educational goal is to provide adequate pedagogical conditions, aimed towards establishing methodological and theoretical bases closer to practice, i.e. the study and implementation of pedagogical personality-oriented technology. This can contribute to the creation of innovative projects and programs for training highly-qualified specialists. Theoretical/methodological and practice-oriented pedagogical conditions are selected and described on the basis of a systematic analysis of the educational process. The essential aspects of these conditions lie in defining appropriate methods for the realization of the educational process for each particular situation. Such methods contribute to the actualization of the students’ potentials and enable their self-realization. The presented principles for the development of a personality-oriented educational process are essential for enabling professional development of future specialists. |
|
| dc.language |
Serbian |
|
| dc.publisher |
Institut za pedagoška istraživanja |
|
| dc.relation |
http://www.doiserbia.nb.rs/img/doi/0579-6431/2007/0579-64310702259V.pdf |
|
| dc.relation |
https://doaj.org/toc/0579-6431 |
|
| dc.relation |
https://doaj.org/toc/1820-9270 |
|
| dc.source |
Zbornik Instituta za Pedagoška Istraživanja, Vol 39, Iss 2, Pp 259-270 (2007) |
|
| dc.subject |
student |
|
| dc.subject |
personal and professional development |
|
| dc.subject |
humanization principles |
|
| dc.subject |
theoretical/methodological and practice-oriented pedagogical conditions |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Pedagogical conditions for students’ personal and professional development at higher education institutions |
|
| dc.type |
article |
|