Акмеология образования

The article shows that technology of problem-dialogical training acts as the most important direction for implementation of competencebased learning paradigm in education. We defined stages of formation of key competencies, which are universally important for various activities. The study emphasizes technologies of problem-dialogical training.

The author presents a theoretical and practical analysis of the influence of self-leadership skills on the formation and development of self-organization and self-management skills of their academic and professional activities of the cadets of higher military educational institution. The prospects of studying show the issue diagnosis knowledge, skills and competences acquired by the level of cadets during the training. It is noted that the problems of education and training of students do not lose their relevance.

The article presents the author’s concept regarding complex formation of sociocultural phenomenon «Health» in pupils in the course of educational process. It proposes a fundamentally new base of categories and concepts («health», «healthy lifestyle», «internal picture of health and «vitality»). The study shows the relationship between this base of categories, concepts, and other pedagogical concepts. An integrative pedagogical model of formation of social and cultural phenomenon «health» in ontogeny is disclosed.

The study sets out humanitarian interpretation of educational and information skills adequate to information age as mastered ways of understanding and creation of texts that provide dialogic interaction of person and information. The author discovers interdependence between development of given skills in the educational process and development of personal sphere of concepts, system of personal meanings, as well as reflexivity, subjectivity, and dialogical thinking.

The article analyzes key functions of the post-industrial system of additional professional education. It introduces the model of acmeological rising of an educator, who masters level s of personal and professional development on the way to his «acme». An attempt to describe tends of personification and changes in goals, content, technologies, and forms of implementation of additional professional education, was made.

The article presents analysis of the problem of organization of cultural and dialogical environment for professional development of a modern teacher. The study describes specifics of teacher’s evolution as a professional, choice of his/her professional position. The article presents our understanding of cultural and dialogical environment as cultural dialogical conditions for teachers’ professional development in value-oriented situations of dialog and co-authorship.

The modern teacher as a person and a subject of culture is intended to learn the values and meanings of culturally oriented pedagogical work as cultural competent specialist must be able to substantiate and successfully to broadcast cultural practices of successful productive activity within the various forms of studies, one of which serves the master class.

It is shown that modern higher vocational education is characterized by the need for systemic changes aimed at creating conditions for selfdevelopment and self-realization in the course of vocational training. The design culture of students, which is today one of the landmarks that emphasize Obshchepedagogichesky context of higher education, viewed through the prism of akmeologicheskogo approach.

The article substantiates the need to expand boundaries of traditional educational space of university and institute through the creation of the virtual environment that organizes training, pedagogical, developmental, and motivational side of development of a future teacher.

The paper presents the results of a theoretical analysis of the problem of planning personal educational outcomes of students with special educational needs (SEN) in the context of the development and implementation of the Federal State Educational Standards for General Education and Federal State Educational Standards for Students with SEN. The paper demonstrates that universal communicative educational actions, social competence, communication skills, and social interaction skills in various situations represent an invariant basis for educational outcomes.