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Агасандян Л. Э. Особенности профессиональной позиции преподавателя системы дополнительного профессионального образования вуза // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2014. Вып. 1 (32). С. 9-14. DOI: 10.15382/sturIV201432.9-14
The problems of determining the nature of a professional position of university teachers in the context of world globalization are examined in this article. The characteristics of continuing education , additional vocational training and adult education as a determinant of the formation of a professional position DPO high school teacher are analysed. The subject of the study in the article is the structure of the professional positions are very specific social and professional strata : teachers in further education, but at the same time non-employees of the university. Based on the analysis of the scientific literature (J. Mezirow, A. Coles, J. Tummons, etc.) offered the original structure of the components of a professional position considered professional strata : 1) the multiplicity of professional identity , and 2) the perception of cash professional situation , and 3) by the planned professional development . The article explains that teachers of additional professional education institution can shape the identity of several communities: the scientific research community , the community of teachers of traditional ( campus ) High School; professional community of experts . Cash professional situation for the teacher of high school DPO is defined as a teacher the opportunity to interact successfully with a specific set of prospects listeners. The projected path of professional development is described as a set of professional situations of a certain structure and a set of perspectives.
the professional position of the teacher of additional professional education, the continuous education, the additional education, the professional identity, karerogramma, the perspective

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