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.
Aleksandrov Yu.I., Brushlinskiy A.V., Sudakov K.V. & Umryuhin E.A. (1999) Sistemnyie aspektyi psihicheskoy deyatelnosti [System aspects of mental activity]. Editorial USSR.
Artem'eva, E.Yu. (1999). Osnovy psihologii sub"ektivnoj semantiki [Fundamentals of the psychology of subjective semantics] I.B. Hanina (Ed.). Moskva: Nauka; Smysl.
Barabanschikov V.A. (2007) Sistemnyiy podhod v strukture psihologicheskogo poznaniya [System Fpproach in the Structure of Psychological Knowledge]. Metodologiya i istoriya psihologii, 2(1), 86‑99.
Barabanschikov V.A., S.L. Rubinshteyn & B.F. (2000) Lomov: preemstvennost nauchnyih traditsiy [Lomov: Continuity of Scientific Traditions]. Psihol. Zhurn., 21(3), 5‑9.
Ganzen V.A. (1984) Sistemnyie opisaniya v psihologii [System Descriptions in Psychology]. Lviv: Izd-vo Leningr. un-ta [in Russian].
Kuzmin V.P. (1982) Istoricheskie predposyilki i gnoseologicheskie osnovaniya sistemnogo podhoda [Historical Background and Epistemological Basis of the System Approach]. Psihol. Zhurn., 3(3), 3-14.
Lomov B.F. (1975) O sistemnom podhode v psihologii [About the System Approach in Psychology]. Vopr. psihol., 2, 31-45.
Lomov B.F. (1984) Metodologicheskie i teoreticheskie problemyi psihologii [Methodological and Theoretical Problems of Psychology]. Moskva: Nauka.
Lomov B.F., Nikolaev V.M. & Rubahin V.F. (1991) Nekotoryie voprosyi primeneniya matematiki v psihologii [Some Questions of the Application of Mathematics in Psychology]. Moskva: Vyissh. shk.
Lushin, P.V. (2017). Haos i neopredelennost': ot stradaniya – k rostu i razvitiyu [Chaos and Ambiguity: From Suffering to Growth and Development]. Kyiv: Oriyana.
Maksimenko S.D. (1999) Obschaya psihologiya [General Psychology]. Refl-buk, Vakler.
Serkin, V.P. (2008). Metody psihologii sub"ektivnoj semantiki i psihosemantiki [Methods of Psychology of Subjective Semantics and Psycho-Semantics]. Moskva: Pchela.
Suhenko Ya. (2018). Semanticheskiy differentsial dlya otsenki obrazovatelnogo puti lichnosti [Semantic Differential for Evaluation of Educational Pathway of Personality]. Psiholingvistika , 24 (1), 320-342. https://doi.org/10.31470/2309-1797-2018-24-1-320-342 .
Suhodolskiy G.V. (1988) Osnovyi psihologicheskoy teorii deyatelnosti [The Basis of the Psychological Theory of Activity]. Izd-vo Leningr. un-ta.
Zasiekina, L.V. & Zasiekin S.V. (2008). Psykholinhvistychna diahnostyka [Psycholinguistics Diagnostics] Lutsk: RVV “Vezha”.
Crossan, B., Field, J., Gallacher, J., & Merrill, B. (2003). Understanding participation in learning for non-traditional adult learners: Learning careers and the construction of learning identities. British Journal of Sociology of Education, 24(1), 55-67.
Dabbaghe, N. & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning .Internet and Higher Education 15, 3-8.
Gale, T. & Parker, S. (2014) Navigating student transition in higher education: induction, development, becoming, in Universities in transition : foregrounding social contexts of knowledge in the first year experience. University of Adelaide Press, Adelaide, S. A..
Giudici, F. & Pallas, A. (2014). Social origins and post-high school institutional pathways: A cumulative dis/advantage approach. Social Science Research, 44, 103-113.
McMullin P. (2016) Onwards or Upwards? Pathways and persistent inequality in the United Kingdom's comprehensive education system : Thesis submitted for assessment with a view toobtaining the degree of Doctor of Political and Social Sciencesof the European University Institute, Florence, 2016.
Stoklasa, J., Talášek, T., & Stoklasová, J. (2018). Semantic differential for the twenty-first century: scale relevance and uncertainty entering the semantic space. Quality & Quantity, 35, 1-14.
Verhagen, T., Hooff, B., & Meents, S. (2015). Toward a better use of the semantic differential in is research: an integrative framework of suggested action research. J. Assoc. Inf. Syst., 16 (2), 108-143.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link - https://creativecommons.org/licenses/by/4.0/