CONCEPTUAL PRINCIPLES FOR THE PROFESSIONAL TRAINING OF FUTURE MISSILES AND ARTILLERY ARMAMENT OFFICERS

  • Oleh Maslii Military Academy
Keywords: concept, officers of missile and artillery armament, training, military education, approaches, motivation, military vehicles, high-technology armament.

Abstract

Abstract. The article is devoted to the conceptual principles for the professional training of future missiles and artillery armament officers. The author noted that the concept of professional training of future officers of missile and artillery armament is determined as a complex of the main statements which completely reveal the meaning, content, principal stages of the military experts’ training. It is based on the integration of the following approaches: a competence approach, a personality-oriented approach, an activity-oriented approach, a system approach, an integrative approach, a technological approach, and a synergetic approach. It defines the combination of social and personal aims of training, the need to increase the significance of military experts, the actualization of social values due to a status, the assignment of a future missile and artillery armament officer, its motivation to a purposeful activity in studying, scientific research and military service, the acquirement of modern high-technology armament and military vehicles, the development of personal qualities, those are necessary for achieving a professional self-fulfilling, the ability and willingness to accomplish missions caused by the needs of military service in peace time and wartime.

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Author Biography


Oleh Maslii, Military Academy

Doctor of Philosophy in Pedagogy (Phd), Senior Research Assistant,
Deputy Director of the Academy for Scientific Work,
Military Academy,
Оdessa, Ukraine
E-mail: mon2369@ukr.net

Published
2017-02-03
How to Cite
Maslii, O. (2017). CONCEPTUAL PRINCIPLES FOR THE PROFESSIONAL TRAINING OF FUTURE MISSILES AND ARTILLERY ARMAMENT OFFICERS. Professional Education: Methodology, Theory and Technologies, (5), 142-155. Retrieved from https://education-journal.org/index.php/journal/article/view/140