Application of andragogico-acmeological approach in preparation of teachers for using informatization

The purpose of the study. The socio-economic development of the country, the current situation in education, actualize the problem of searching for optimal scientific approaches to the solution of the multifaceted problem of adult training that would ensure their development and allow the trainee to be viewed as a subject continuously rising to the “acme” of professional growth. The object of this study is the training of teachers in the system of additional education. The subject is the use of the andragogico-acmeological approach to the training of university lecturers. The goal is to identify areas for improving adult training, which are manifested when considering it in andragogical and acmeological aspects. 

Materials and methods. To achieve this goal, an analysis of the conditions for the expediency of using the andragogico-acmeological approach was made, caused by the following factors: characteristics and features of the organization of the process of training adult learners; a set of goals, objectives and training conditions; specific application of methods, tools and technologies; the choice of criterial apparatus for assessing the success of adult training.

Results. Due to the study, the idea for training of adults that is based on the andragogico-acmeological approach is substantiated. The graphic interpretation of interdisciplinary connections of pedagogy, andragogy and acmeology is presented. The area of intersection of scientific interests for the above-mentioned branches of knowledge is an adult person and the achievement of professionalism in one or another kind of activity. Consequently, the tasks of preparing adults in the system of additional education need to be addressed in a comprehensive manner, taking into account the specifics of pedagogy, andragogy and acmeology. The main function of these sciences corresponds to the meaning inherent in their name - leading an adult person to the top of his development. The general principles, reflecting the adragological and acmeological aspects of their realization, are revealed. These include: the fundamentalization of education; personification; expedient combination of various forms, methods and means of solving pedagogical problems of training adult learners; professional and academic mobility; professional feasibility; reflexive management of the training of adults; facilitation; self-education), development of educational needs and complexity. The process of adult preparation is presented, reflecting its specificity and consisting of three blocks: social and pedagogical conditions, the pedagogical process and the learning process. In describing the process of adult training, a system of mixed adult education is described, the conditions and factors for applying this approach are revealed, and the content of the blocks included in the adult training process is examined.

Conclusion. The following conclusions are made about the expediency of applying the andragogico-acmeological approach in the preparation of adults. The result of adult training is professional growth and social maturity, which are manifested in professional activity and its qualities, adequate to this activity. The application of the andragogico-acmeological approach in the preparation of adults, taking into account its specifics will reveal their intellectual potential, help adults find their place in society (science, art, production), realize their individual abilities and needs, be responsible and competitive in the rapidly changing labor market, to satisfy educational inquiries, to plan the further perfection and ability to live.

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