DEVELOPMENT OF THE ABILITY OF FUTURE DOCTORAL LEVEL SPECIALISTS TO IMPLEMENT AN INDIVIDUAL EDUCATIONAL RESEARCH TRAJECTORY: CONTOURS OF PEDAGOGICAL DISCOURSE

Abstract

The article highlights some of the results of the conducted pedagogical discourse regarding the development of postgraduate students' ability to realize an individual educational and scientific trajectory; the latter is considered as a factor in the formation of image features of the future scientist. The exceptional importance of the goal-oriented process of forming the individual educational trajectory of a PhD student is substantiated; it is about the decisive factor in the success of personalized mastery as both an educational and a scientific component of post-graduate training, as well as about the optimality of professional support for the preparation of the applicant's own dissertation project, which, as a rule, is characterized by originality both at the level of the topic and from the perspective of tools for solving key contradictions, which increase the relevance of the research problem raised by him, in the aspect of the spectrum of manifestation of the creative individuality of the future Doctor of Philosophy. In particular, the constructive Polish experience in terms of stimulating personal and professional activity and increasing the personal responsibility of the scientific supervisor of graduate students is taken into account (during the fourth semester of study, Polish doctoral students undergo an intermediate certification before a commission, which must include a doctor with a habilitation or a professor from the scientific specialty chosen by the graduate student, and does not work at the institution where postgraduate training of the future doctor of philosophy takes place; in case of successful attestation of the applicant, his postgraduate scholarship is significantly increased). It was established that the historical and pedagogical origins of the chosen approach are laid in the fundamental research of the construct "measures of European success – a chance for Ukraine". As for modern scientific and pedagogical ideas about the content of the concept of "individual educational trajectory", it is noted that such diverse dimensions as: "path", "style", "and program" and "movement" are emphasized. It has been proven that for graduate students, it is legitimate to leave an individual educational and scientific trajectory, where attention is mainly focused on the processes of self-realization and self-regulation. Subjective self-realization is interpreted as the manifestation of a specific form of activity by the student, aimed at acquiring the status of a subject of his own development in the field of the chosen profession. As for self-regulation, it is understood as an important aspect of self-improvement of the future Doctor of Philosophy, because it occurs through the involvement of mechanisms of self-evaluation, self-control, and reflection; the activity of professional self-regulation is both directly and indirectly related to the process of self-creation. Therefore, the ability of the acquirer to "be" simultaneously in the content of formal, non-formal, and informal education is assumed.