Methodological Features Of Life-Long Professional Development Of Scientific And Pedagogical Personnel
Abstract
The lifelong learning theory examines professional
development of all those working in community learning and
development, further education, higher education, and work
based learning. The lifelong professional development can
be understood as a an organized purposeful process aimed
at the raising the level of professional skills by improving professional competences in compliance with the new socialandeconomical, technological and/ or international requirements and standards. However, not much research currently exists on the process of lifelong professional development of scientificandpedagogical personnel.The goal of this study was to examine methodological bases of lifelong professional development model of scientificand pedagogical personnel on the general scientific, specific scientific and methodologicalandtechnological levels.
Research indicates that integration of the andragogical
approach, the competencebased approach and the
modular approach into pedagogical conceptual model in
educational practice of Chelyabinsk State Pedagogical
University provided a significantly positive development of
lifelong advanced training. These results provide general
support for lifelong professional development hypothesis
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