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INTEGRATIVE MODEL OF PERSONALIZED TRAJECTORIES AND EVALUATION OF THE EFFECTIVENESS OF THE ADVISOR TO THE DIRECTOR FOR EDUCATION AND INTERACTION WITH CHILDREN'S PUBLIC ASSOCIATIONS IN MENTORING CONDITIONS
Résumé
Objective: The study aims to substantiate theoretically and develop an integrative model of personalized trajectories and evaluate the effectiveness of upbringing activities of the advisor to the director for education and interaction with children's public associations in the context of mentorship.
Methods: The integrative model is developed using a set of approaches: system-activity, comprehensive, personality-oriented, acmeological, integrative, personalized, environmental, and axiological. The study utilizes both theoretical methods of analysis, summarization, systematization, and modeling and empirical methods of observation, focus groups, and conversation. The experimental work included public-professional evaluation of the model by focus groups with the participation of 24 advisors to the director for education in the city of Nizhny Novgorod, Russia.
Results: The outcome of the study is the developed integrative model of personalized trajectories and evaluation of the effectiveness of the advisor to the director for education and interaction with children's public associations in mentoring conditions. The model comprises the theoretical and methodological level, the technological level, the block of evaluation, and the block of personalized trajectories of advanced training.
The empirical study demonstrates that most focus group participants have positive impressions of the integrative model and highlights challenges that hinder the effectiveness of work.
Conclusions: The developed integrative model can be applied in developing diagnostic tools to evaluate the effectiveness of the advisor to the director for education and interaction with children's public associations and design personalized trajectories of their advanced training, as well as in the training of educators in the system of continuing professional education.
Mots-clés
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DOI: http://dx.doi.org/10.26668/revistajur.2316-753X.v2i87.7837
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Revista Jurídica e-ISSN: 2316-753X
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