Published September 21, 2022 | Version v1
Journal article Open

MODERN SCIENTIFIC APPROACHES TO FUTURE DOCTORS OF PHILOSOPHY TRAINING (EDUCATIONAL AND SCIENTIFIC PROGRAMM «GENERAL PEDAGOGY AND HISTORY OF PEDAGOGY»)

Creators

  • 1. Doctor of Pedagogical Sciences, Associate Professor, Head of the Department of Pedagogy and Methodology of Teaching History and Social Disciplines T. H. Shevchenko National University «Chernihiv Colehium», Chernihiv, Ukraine.
  • 2. Doctor of Pedagogical Sciences, Professor, Professor at the Department of Preschool and Primary Education T. H. Shevchenko National University «Chernihiv Colehium», Chernihiv, Ukraine.
  • 3. Doctor of Pedagogical Sciences, Senior Scientific Researcher, Professor at the Department of Aviation English, National Aviation University, Kyiv, Ukraine.

Description

The purpose of the article is to determine and reveal modern scientific approaches in the course of doctors of philosophy training according to the educational and scientific «General Pedagogy and History of Pedagogy» program based on the analysis of philosophical, pedagogical, historical and pedagogical works of the Ukrainian and foreign scientists.

Methodology. To implement the outlined purpose of the study, a set of general scientific methods was used: analysis and synthesis of philosophical, pedagogical, historical and pedagogical works of the Ukrainian and foreign scientists to ground scientific approaches in the training of the researchers of the historical and pedagogical process at the third (educational and scientific) level; systematization and generalization in order to understand the scientific context of the problem and present the results of the research.

Scientific novelty. The article analyzes the educational and scientific «General Pedagogy and History of Pedagogy» program of training doctors of philosophy; modern scientific approaches (sociocultural, historiographical, source studies, systemic, paradigmatic, synergetic, hermeneutic, narrative, anthropological, personalistic, axiological), which are used to form the general and professional competencies of the future researchers in the field of general pedagogy and the history of pedagogy, have been characterized; the normative and selective educational components offered for mastery according to the specified educational and scientific program have been outlined.

Conclusions. The use of sociocultural, historiographical, source studies, systemic, paradigmatic, synergistic, hermeneutic, narrative, anthropological, personalistic and axiological approaches in the training of future specialists with the scientific degree «Doctor of Philosophy» will ensure the improvement of the research culture in the field of pedagogical sciences, the formation of methodological, scientific and professional and research competences, which is specified in the deepening of knowledge of the theoretical and methodological principles of pedagogy, the broadening of philosophical and cultural knowledge.

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