A PERSON-CENTERED APPROACH: FEATURES OF DISCLOSURE IN THE SYSTEM OF CONTINUOUS EDUCATION
The modern period of the society development is characterized by radical socio-economic changes, increased processes of globalization and integration, the continuous introduction of innovations in all, without excluding the sphere of human life. Of course, in these conditions, a continuous education becomes a priority consideration, privileged functioning, continuous and critical study in the context of social and personal development.
The purpose of the article is defi ned as the analysis of a person-centered approach in the context of building a continuing education system as a process that ensures a holistic perception of children’s and youth education (in particular, education of senior pupils) and adult education (including physics teachers).
The used methods are the theoretical analysis of legislative and normative documents of the educational system, the scientifi c pedagogical sources, Internet sources, and the questionnaire for Physics teachers and senior students.
The received results are: the approaches to the interpretation of the concept of «system of continuous education» are revealed; the essence of a person-centered approach, the initial provisions of person-centered learning, the peculiarities of its formation during adult education are revealed.
The originality is seen in the scientifi c newness of the study results, it is that for the fi rst time a comparative description of children, youth and adult education was conducted on the basis of comparing the motivating factors to life-long learning (the conditions caused by external factors, conditions related to the activities of those who teaches (in relation to students) and those who study (in relation to Physics teachers), the conditions caused by internal factors) that affect the effectiveness of teaching Physics teachers and senior pupils.
Conclusion. The system of continuous education arises, fi rstly, as a complex formation, which is a holistic construct, that can be defi ned by the term «education throughout life»; and secondly, as a complex entity combining subject-oriented (children’s and youth education and adult education) and medium-oriented (formal, informal and nonformal education) components.
The person-centered approach provides for the organization of training on the basis of the comprehensive consideration of the individual needs and opportunities of those who study, their deep respect for their personalities, the attitude to them as to conscious and responsible subjects of their own learning, the creation of conditions for self-realization in interaction with others.
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