Contextual education as a condition for development of trans-professional personality characteristics

Volume 4, Number 3, 2019, P. 239–245


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The urgency of the problem under investigation is conditioned by the changes in the socio-economic sphere of modern Russia. The training of professionally mobile specialists, whose personality has transprofessional characteristics, requires new approaches to the training of the profession from the education system. Contextual education is considered as one of the psychological and pedagogical theories under which the development of transprofessional characteristics of the personality is possible. Training takes place in the logic of successive types of activity: educational activity of academic type – quasi-professional and educational – professional-socio-practical and professional. Each type of activity is put in accordance with the training model: semiotic, imitation, social. Transformation of educational activity into professional one focuses students on the future, thus encouraging active actions. The contextual approach to learning is characterized by problematicity, dialogics principle, and joint activity.


transprofessionalism, transference, context, contextual education, problem, dialog


Irina S. Gomboyeva, Cand. Sci. (Pedagogical Sciences), Educator of Priargunsk State College, Priargunsk, Zabaykalsky Krai, Russia

For citation:

Gomboyeva I.S. (2019) Contextual education as a condition for development of transprofessional personality characteristics. Social Competence. Vol. 4. No. 3. P. 239–245. (In Russ.)


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