ISSN 2782-2346
PRACTICAL ASPECTS OF THE IMPLEMENTATION OF POLYPARADIGMALITY OF PEDAGOGICAL SUPPORT FOR THE DEVELOPMENT OF PROFESSIONAL AND RESEARCH IDENTITY OF POSTGRADUATE STUDENTS
Pivneva Svetlana V. – PhD. in Pedagogical Sciences, Associate Professor; Associate Professor of the Department of Information Technologies, Artificial Intelligence and Public and Social Technologies of Digital Societies, Russian State Social University, Moscow, Russia, tlt-swetlana@yandex.ru
UDC: 378.4
In today's educational landscape, there is a strong emphasis on fostering the professional and research identities of postgraduate students, who are the future scientists, educators, high-level professionals, and top managers across various sectors of the economy. This article explores both the practical and theoretical dimensions of employing a polyparadigmatic approach in the pedagogical support of these identity developments. This approach allows for the consideration of numerous aspects and factors that influence how these identities evolve, as well as the diverse individual characteristics, interests, abilities, motivations, needs, values, and potential of each student. This ultimately leads to the creation of tailored and educationally appropriate strategies for every postgraduate student. In this research, polyparadigmaticity is defined as a multifaceted phenomenon characterized by the simultaneous and systematic application of key principles, ideas, and strategies from various paradigms in scientific research and pedagogical practice. The article discusses the main methods and strategies aimed at integrating the core concepts of different pedagogical paradigms – such as the subjectivity paradigm, social learning and behavior modeling, metacognition, cognitive-behavioral frameworks, humanistic approaches, connectivism, the information-digital paradigm, the learner-centered approach, constructivism, and competency-based education – to better prepare postgraduate students for their research, professional, and teaching careers. The benefits of synergistically integrating various pedagogical paradigms are examined to optimize and enhance the effectiveness of training highly qualified researchers, educators, and professionals.
Key words: postgraduate students; pedagogical support; polyparadigmality; research identity; professional identity; pedagogical paradigms; the educational process of postgraduate studies
For citation: Pivneva S. V. PRACTICAL ASPECTS OF THE IMPLEMENTATION OF POLYPARADIGMALITY OF PEDAGOGICAL SUPPORT FOR THE DEVELOPMENT OF PROFESSIONAL AND RESEARCH IDENTITY OF POSTGRADUATE STUDENTS. Pedagogicheskie issledovaniya = Pedagogical Research. 2024;(4):217–239. (In Russ.).
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