Trends of professional direction Self-Studies work Development in Academic Process in Higher Educational Establishments in the Context of Reformations in 1920–1930

Authors

  • Валентина Єфремівна Бенера Taras Shevchenko Regional Humanitarian Pedagogical Academy of Kremenets , Кременецкий областной гуманитарно-педагогический институт им. Тараса Шевченко , Кременецький обласний гуманітарно-педагогічний інститут ім. Тараса Шевченка

DOI:

https://doi.org/10.31812/educdim.v38i0.3234

Keywords:

self-studies, higher educational establishment, educational process, theory, practice, tendencies, actualization of historical experience

Abstract

Benera V. Ye. Trends of professional direction Self-Studies work Development in Academic Process in Higher Educational Establishments in the Context of Reformations in 1920–1930.

The changes in the theory and practice of students’ self-studies work within the given historical period have been distinguished; the characteristic features and tendencies of students’ self-studies development have been identified within the proposed periods. The revealed positive experience of students’ self-work organization has been actualized in academic process in higher educational establishments of Ukraine (1920–1930).

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Author Biography

  • Валентина Єфремівна Бенера, Taras Shevchenko Regional Humanitarian Pedagogical Academy of Kremenets, Кременецкий областной гуманитарно-педагогический институт им. Тараса Шевченко, Кременецький обласний гуманітарно-педагогічний інститут ім. Тараса Шевченка

    Doctor of Pedagogical Sciences, Associate Professor

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Published

16-05-2013

Issue

Vol. 38 (2013)

Section

Obsolete3

License

Copyright (c) 2013 Валентина Єфремівна Бенера

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Trends of professional direction Self-Studies work Development in Academic Process in Higher Educational Establishments in the Context of Reformations in 1920–1930. (2013). Pedagogy of Higher and Secondary Education, 38, 301-307. https://doi.org/10.31812/educdim.v38i0.3234