Cite this article as:

Senatorova K. P. The Concept of “Support” as a Pedagogical Category. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2020, vol. 9, iss. 3, pp. 289-295. DOI: https://doi.org/10.18500/2304-9790-2020-9-3-289-295


UDC: 
373
Language: 
Russian

The Concept of “Support” as a Pedagogical Category

Abstract: 

The purpose of the study presented in the article is to clarify the pedagogical aspect of the concept of “support” within the context of modern requirements for the educational process implementation. It has been shown that pedagogical support is one of the areas of work of a teacher with children in educational organizations. When support is provided, the relationships between the participants in the educational process should be subject-subject in nature. In order to achieve this, the author refers to social characteristics of the personality of a teacher, who can provide support in the educational process. The ambivalence of the concept of “support”, the frequency of its use by various specialists gave rise to the need to clarify its meaningful content in relation to a field of knowledge, in order to prevent the substitution of this term with other definitions. Research hypothesis: provided that pedagogical context is singled out and the activities of the support teacher are clear, the concept of “support” will be fixed in pedagogical science, indicating the boundaries of its use by various specialists. Modern approaches to disclosure of the concept of support as a pedagogical category are described. The similarities and differences of the concepts of “pedagogical accompaniment” and “pedagogical support (assistance)” are determined. The author concludes that the process of accompanying students is relevant for the current socio-cultural situation. In organizations of continuing education this process has been understudied and requires further study.

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