Yana Sukhenko
University of Educational Management, National Academy of Educational Sciences of Ukraine
PDF 106-121 (Українська)


personal educational pathway
systemic approach
psycho-semantic approach

How to Cite



The article examines personal educational pathways (PEP) of pedagogical workers (managers, teachers, psychologists, social pedagogues at schools) and students of senior classes of secondary school from the point of view of the systemic and psychosemantic approaches. The specialized semantic differential technique “Educational pathway” was used for the psychosemantic study of the peculiarities of personal educational pathway evaluation. The following characteristics of the PEP are implicitly represented in the pedagogical workers’ consciousness: the effective-conscious component, which is traditionally analysed in psychology and correlated with rational, cognitive, behavioural, target elements used at mental phenomena simulation; the emotionally-evaluative component, which is used to characterize personal emotionality; the system-representative component, which is used rarely in the studies of psychological phenomena, however, it actualizes the understanding of this system as attribute-structured one that can be represented, in particular, in the cartographic format; dynamism and procedurality, which reveal the system variability and characterize the logic of its development; personalization, which show presence of internal and external links of the system, their range; innovativeness, which refers to the system existence and functioning through the forms of cognition and organizational conditions. These results have crystallized the general understanding of PEP as a system that can be presented in the cartographic format, consisting of: productively-conscious and emotional-evaluative components; internal and external links; factors and processes that determine its existence and functioning.

Comparison of the personal educational pathways evaluated by the students and the pedagogical workers shows that adults have more cognitively complex ideas on ​​their educational pathways; in both groups, the factors of “strength”, ‘estimation, comfort” as structural elements of the “educational pathways system” have the largest weight; in both groups, the personal educational pathways have such common characteristics as “strength”, “estimation”, “dynamics”, “format of existence, functioning”, “links”. In addition, the adults’ personal educational pathways have the additional characteristic of "cartography".

The performed comparative analysis confirms the expediency to develop a psycho-androgenic model for support of pedagogical workers’ personal educational pathways during postgraduate education (its components, principles, conditions and mechanisms) as a prerequisite for development and implementation of students’ personal educational pathways at the New Ukrainian School.


PDF 106-121 (Українська)


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