DOI: 
http://dx.doi.org/10.15293/1813-4718.2605.04
UDC: 
37.047
Shakurova Marina Viktorovna
Доктор педагогических наук, Professor of the Department of Social Pedagogy, Voronezh State Pedagogical University, shakurova@mail.ru, Voronezh

Features of Modern Methodology of Additional Education for Teachers in the Field of Professional Orientation of Students

Abstract: 
In the context of modernizing the national system of professional orientation based on the Unified Model (EMPO), it is important to clarify the methodology of additional education for teachers in the field of professional orientation for students. The purpose of this article is to identify and briefly explain the features of the current methodology of additional education for teachers in the field of professional orientation for students. Methodology and methods. The study is based on the personal and professional, and social and professional approaches, which provide a broad view of the practice under consideration, its essential and substantive foundations, and the specifics of scientific research. The study also employs the analytical and synthetic method, which is applied to domestic and foreign scientific sources related to the topic. Research results. Based on the analysis of official normative and recommendation materials, scientific articles, the article substantiates the problem of determining a single methodological basis for the current stage of the formation of the national system of professional orientation and training of teaching staff for the implementation of the “Ticket to the Future” project and the introduction of a Unified Model of Professional Orientation. The extrapolation of the methodological foundations of professional orientation and additional adult education to the development of a methodology for scientific research and design of the practice of additional education of teachers in the field of professional orientation of students is illustrated, its features are highlighted. In conclusion, the article presents the features of the methodology of additional education for teachers in the field of professional orientation of students: theoretical and methodological pluralism; extrapolation of the methodological foundations (specific scientific level) of reforming the practice of the national system of career guidance to the field of additional education for adults; promotion of an interdisciplinary approach and creation of conditions for mastering transdisciplinary methodology; the demand for an axiological approach, which is predominantly implicit; and the presence of numerous methodological challenges that require prompt response.
Keywords: 
professional orientation; additional adult education; methodological features; theoretical and methodological pluralism; interdisciplinary approach; axiological approach; methodological challenges
References: 

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