PROBLEMS OF PROFESSIONALIZATION OF LECTURERS OF HIGHER MILITARY SCHOOLS IN THE CONDITIONS OF MODERN WAR

Abstract

The proposed article is devoted to revealing the essence, structure and main problems of professionalization of lecturers of higher military educational institutions in the context of the current Russian-Ukrainian war, to identifying promising approaches to their solution in the system of continuing professional education. The critical analysis of scientific sources has revealed significant differences in views on the structure and purpose of lecturer professionalization, traced negative trends in its formalization, narrowing to individual stages (levels) of professional training, which contradicts the fundamental principle of continuity. In order to overcome the existing shortcomings, it has been proposed to consider professionalization as a purposeful process of continuing professional growth of a lecturer, mastering new professionally important qualities, achieving a higher level of professional training. The model of professionalization of a higher military school lecturer has been developed, coordinating the main stages (competence-oriented, innovation searching, reflexive-creative) with the levels of pedagogical qualification (competence, professionalism, mastery). Special attention has been focused on the fact that the transition from stage to stage and professional growth from level to level occurs as a result of purposeful and successful development of the lecturer, who acquires qualitatively new personally and professionally important qualities – self-management, experience, innovativeness, initiative, reflexivity, foresight, inspiration, etc. The results of the empirical research conducted to study the real state, existing problems and prospects for improving the system of professional development of university lecturers under martial law have been analysed. The results have showed a number of both objective and subjective factors that negatively affect personal attitude to the profession and self-esteem, intrinsic motivation, and teaching quality. Hence, we have concluded regarding the urgency of purposeful improvement of this process in order to overcome excessive directive in management, to strengthen socio-psychological support, to increase the subjectivity of officers holding scientific and pedagogical positions in military universities. The current system of professional development of lecturers of higher educational institutions requires proper structuring (stages, levels) and technological support for each structural component (evaluation criteria, diagnostic tools). To eliminate the identified problems, it has been proposed to diversify the types and forms of professional training, move away from the formal-process approach and introduce a rating approach to assessing the professionalization effectiveness, synchronize it with career development, modernize the traditional methods of external motivation and stimulation of the teaching staff of higher military schools to select officers for adjunct training, introduce effective mechanisms to ensure the quality of professional training of future military lecturers (selection, competition, rating, competitive approach to appointment to teaching positions, etc.).

Key words: military lecturer; higher military school; problems of professionalization; Russian-Ukrainian war; system of continuing professional education.