DOI: http://doi.org/10.15350/2409-7616.2020.1.36

Natalya V. Yaroslavtseva – Candidate of Pedagogical Sciences, Director, Novosibirsk Institute for Monitoring and Development of Education, Novosibirsk, Russian Federation, ORCID ID: 0000-0003-2105-4836, E-mail: nvya.nimro@gmail.com

Vitaliy L. Razgonov – Candidate of Pedagogical Sciences, Head, Novosibirsk Higher Military Command School, Novosibirsk, Russian Federation, E-mail: vlrazgonov@yandex.ru

Tatyana L. Lopukha – Candidate of Pedagogical Sciences, Associate Professor, Head of the Department humanitarian and socio-economic disciplines, Novosibirsk Higher Military Command School, Novosibirsk, Russian Federation, E-mail: lopoukha@yandex.ru

Abstract. The article makes an attempt to justify the methodological principle of continuity, designed to balance traditions and innovations in modern educational conditions in the content, forms, methods and means of professional education. This is due to the need to use the rich domestic experience of professional education, enriching it with modern technological methods, avoiding unreasonably radical changes that have not passed the test in pedagogical practice. In this case, of course, it is necessary to take into account new phenomena in the youth environment, caused by a critical understanding of the educated modern social reality. Accordingly, it is necessary to build and offer young people socially appropriate models of behavior in a professional environment that meet the national traditions and have passed the test of time. The methodological principle of continuity not only reflects the connection of traditions and innovations in professional education, but also ensures the unity of the educational environment. It is based on the logical connection, the genetic conditionality of the vocational education system in educational organizations of the Russian Federation, their present and future by the state that professional education had at various completed stages of its historical development. The methodological principle of continuity makes demands on the dialectical development of pedagogical traditions of professional education, as well as a qualitative assessment of the balance of traditions and innovations.

Keywords: principle of succession, professional education, connection of traditions and innovations, behavior models.

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For citation:

Yaroslavtseva N.V., Razgonov V.L., Lopoukha T.L. Implementation of the methodological principle of continuity in the professional education of specialists: school, higher education institution, system of educational services. CITISE, 2020, no. 1, pp. 393-404. DOI: http://doi.org/10.15350/2409-7616.2020.1.36