THE ROLE OF PROCESS MODELING IN THE IMPLEMENTATION OF A POLYPARADIGMATIC APPROACH TO PEDAGOGICAL SUPPORT OF THE PROFESSIONALIZATION OF POSTGRADUATE STUDENTS

Abstract

In the context of high demands on the quality of training of scientific, scientific and pedagogical personnel (specialists of the highest expert qualification), there is a need to model processes that ensure effective pedagogical support for the professionalization of postgraduate students. The modern system of postgraduate education performs several key functions at once: development of research competencies and scientific search skills in students, psychological and pedagogical support for the professionalization of postgraduate graduates in various labor spheres (scientific, educational and pedagogical, administrative and managerial, industrial, etc.), development of professional and personal qualities necessary for work in a complex, rapidly changing environment, etc. In these conditions, pedagogical support for the professionalization of postgraduate students becomes an integral component of the educational process aimed at forming not only specialized knowledge, skills in a specific scientific field, but also universal competencies such as critical thinking, metacognition, creativity, teamwork, project management, multicultural communication, etc. The polyparadigmatic approach, based on the appropriate synthesis of different educational paradigms, integration of traditional and innovative methodologies, provides ample opportunities for increasing the effectiveness of multi-aspect training of postgraduate students. This article discusses: the essence of the polyparadigmatic approach and process modeling, the stages of modeling the process of applying the polyparadigmatic approach to pedagogical support for the professionalization of postgraduate students, the structural elements of the pedagogical support model, and develops recommendations for the design and implementation of this model. Particular attention is paid to the principles (the principle of systematicity, the principle of goal orientation, the principle of taking into account procedural changes, the principle of iterativity, etc.) that underlie process modeling. This article demonstrates the importance of process modeling in pedagogy and its potential impact on the modernization of postgraduate education in modern conditions.