REFLEXIVE-PROFESSIONALCOMPETENCEINLIFELONGINNOVATIVELEARNING. P. I
O.I. Lapteva1, V.I. Panarin2
1Siberian Institute of Management, Novosibirsk, Russian Federation
2Institute of Further Training in Novosibirsk State Agrarian University, Novosibirsk, Russian Federation
Keywords: рефлексия, педагогические и психолого-акмеологические механизмы рефлексии, компетенции, развитие рефлексивно-профессиональной компетентности в непрерывном инновационном образовании, методологические принципы концепции развития рефлексивно-профессиональной компетентности, reflection, pedagogical and acmeological mechanisms of reflection, competences, development ofreflexive-professional competence in lifelong innovative learning, methodological principles of the conception of reflexive-professional competence development
Abstract
The idea of developing reflexive-professional competence in lifelong innovative learning is the expression of the imperative of our time, because the present level of development of human civilization and the level predictable for next decades are inseparable from accelerated growth of the intellectual potential of mankind and from achieving a qualitatively new state of its spiritual culture. Complex pedagogical, psychological and acmeological research of such a complicated fundamental problem, as the development of reflexive-professional competence in lifelong innovative lerning, rests on conceptual theoretical achievements of modern higher education, which requires taking into account the methodology of interaction of the Humanities and their interconnections with professional practice. The systematically important factor of developing reflexive-professional competence in lifelong innovative lerning is the cultivation of reflection and competence. In this context, development of reflexive-professional competence in lifelong innovative learning becomes the subject matter of specific complex research. Development of reflexive-professional competence in lifelong innovative learning is of consistent nature and lies in the fact that reflection serves as a mechanism for analyzing professional experience, contributes into overcoming difficulties in professional activity, determines the development of professional competences, creates conditions for personal and professional development and directly correlates with acmeological achievements of a person. Reflection as a condition of developing reflexive professional competence, as a mechanism of analyzing experience and, finally, as a component in the structure of professional abilities is an invariable definition of continuing innovative education.
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