META-SYSTEM OF PEDAGOGICAL SUPPORT FOR THE PROFESSIONALIZATION OF MODERN POSTGRADUATE STUDENTS: A POLYPARADIGMATIC PERSPECTIVE

Abstract

The article considers a phenomenon of pedagogical support (PS) of postgraduate students’ professionalization (PSP) in the context of the transformation of the academic landscape; the transition from linear pedagogical management of PSP to the design of a metasystem of pedagogical support is substantiated; the need for a transition to a polyparadigmatic approach in PS of postgraduate students’ professionalization, integrating system-activity, anthropological, environmental, synergetic, competence-based, and hermeneutic paradigms is emphasized. The article reveals the internal morphology of the PS metasystem, highlights its key components (conceptual-target block; process-technological; resource-infrastructure; reflexive block) and hierarchical levels (micro, meso-, and macro-levels), which makes it possible to move from fragmented PSP management to a holistic design of an integrative environment for training a new generation of highly qualified personnel. Particular attention is paid to rethinking the role of a supervisor as a facilitator of a postgraduate student’s professional identity. An ecosystem model of postgraduate professional support is proposed, aimed at developing the subjectivity, metacompetencies, transprofessionalism, and multi-career competence of postgraduates. The proposed model of the metasystem of postgraduate professional support integrates cognitive, axiological, and praxeological components, ensuring the development of professional subjectivity in postgraduates.