Pedagogical Constructs and Pedagogical Constructors in the Studies of the Basics of Pedagogical Support in the System of Continuous Education
The present research features the basics of pedagogical support in the system of continuous education in the structure of actualization and generation of various pedagogical constructs and pedagogical constructors that facilitate a holistic understanding of the importance of personality development in the hierarchy of age-appropriate methods, forms, and technologies of educational and socio-professional activities. The authors clarify the concepts of "pedagogical construct", "pedagogical constructor", and "basics of pedagogical support in the system of continuous education". These concepts are described in the context of the adaptive-acmepedagogical, personified-productive, and functional-labor approaches that provide traditional and innovative models of the study and research of scientific-pedagogical phenomena and events, thus improving the quality of pedagogical solutions on micro-, meso-, and macro level. The implemented methods and technologies optimize the quality of production and facilitation, cooperation and self-realization, socialization, and self-actualization. The multidimensionality of the approach reveals the prospects for a teacher who would contribute to the personal development (construct "I want, I can, I must, there is"), as well as holistic and system-mobile formation of the student. In this research, a student is understood as a product that unites all the components of education: science, art, culture, sports, and other areas of socialization and self- realization. Pedagogical constructs and pedagogical constructors in the studies of the basics of pedagogical support in the system of continuous education are determined in various simulated and realized conditions, where productivity, personification, and health saving technologies determine the integrity of the choice of opportunities and results of pedagogical practice and pedagogical activity.