Actualization of Pedagogical Biography in the Training of Phd Candidates

Abstract

The article highlights generalized results of the theoretical analysis of the terminology system of biography and pedagogical biography within contemporary interdisciplinary academic discourse. It characterizes the value, scientific, and human-creating potential of pedagogical biography in the context of research into educational phenomena and processes throughout historical periods and epochs. The outlined problem is emphasized in relation to the current legislative framework that regulates the requirements for improving the educational and scientific components in the training of PhD candidates according to the educational program 011 Educational, Pedagogical Sciences. To address the problem highlighted in the article and solve the tasks, a set of interrelated research methods was used, namely: theoretical/terminological content analysis, search-biographical, and systematic approaches. The results of theoretical and empirical investigations reveal and illuminate the essential characteristics of the readiness of third-level educational and scientific candidates for research activities, and identify the inhibitory factors of scientific capacity in dissertation works for the attainment of a PhD degree. The summarized experience of implementing pedagogical biography in the training of future PhD candidates under the educational program 011 Educational, Pedagogical Sciences (subsequently 01 Education Sciences) developed at the Borys Grinchenko Kyiv Metropolitan University is presented. The step-by-step implementation of the theory and methodology of pedagogical biography into the educational content of selected block disciplines “General Pedagogy and History of Pedagogy”, specifically: “Domestic and Foreign Historical-Pedagogical Studies”, “Methodology of Historical-Pedagogical Studies”, “Scientific Seminar on General Pedagogy and History of Pedagogy” is characterized. The problem raised in the article holds scientific and practical significance and is therefore promising for further scientific investigations aimed at expanding the field of new knowledge about the value actuality of historical (pedagogical) figures against the backdrop of historical progress in time.