Theoretical Methodological Basics for Studying of Transprofessionalism of a Subject of Socionomic Professions
More details
Hide details
Russian State Vocational Pedagogical University, Ekaterinburg, RUSSIA
Publish date: 2018-12-19
Eurasian J Anal Chem 2018;13(New Science Methodology 1b):em76
Topicality of the issue under study is caused by the changed socio-economic conditions and socio-technological development of the Russian economy, which resulted in a considerable transformation of the scope of professions in the post-industrial society: these professions disappear, those are transformed and still those appear for the first time ever. Along with conventional concepts of “profession” and “specialty”, today’s profession studies (or professiology) refer, in increasing frequency, to “transfession” - a new term denoting a type of labour activity which is realized on the basis of synthesis and convergence of professional competences belonging to different specialized scopes. Transprofessionalism as an ability to perform a wide range of specialized activities can be regarded as one of profession studies features. It is signification of socio-humanitarian technologies of development of this integral ability of specialists in the system of continuous education which conditioned topicality of this study. The purpose of this article is reviewing and generalization of bases and prerequisites of transprofessionalism as a socio-humanitarian requirement and an integral quality of a subject of socionomic professions in a dynamically changing socio-professional environment. Leading methods of studying this issue are theoretical methodological analysis of the subject and issue of the study on basis of examining and logical generalization of scientific sources; plus, hypothetic methodological and project methods can be considered. Description of the transprofessionalism phenomenon was performed with supporting on the multidimensional, trans-disciplinary, network and project approaches. The article presents a socio-humanitarian psychology-pedagogical definition of transprofessionalism, its sense-generating content, as well as criteria of transprofessionalism manifestation in a dynamically changing socio-professional environment. Topicality of the transprofessionalism phenomenon as a requirement to a subject in its integral quality demanding the qualitatively new substantial and technological training of socionomic profession specialists has been substantiated. In particular, it is stated that as the world’s and Russian socio-technological economy develops, profession as a concept loses its initial meaning as a scope of the social division of labour, while transprofessionals able to perform a wide range of professional activities become competitive and highly sought on an employment market. Materials of the article can be of interest for methodologists, methodology supervisors and pedagogues of continuous vocational education.
Etymological dictionary of the Russian language. Composed by A.G. Preobrazhensky. Moscow: Print shop of G. Lissner and D. Sovko, 1910 – 1914. pp. 136 – 137, volume 2 State publishing House of Foreign and National Dictionaries, 1958. p. 856.
Dictionary of foreign words borrowed by the Russian language: 3rd edition. Edited by A.N. Chudinov. Saint-Petersburg: Published by V.I. Gubinsky, 1910. 676 p.
Pavlenkov V. Dictionary of foreign words borrowed by the Russian language. 2nd edition by F. Pavlenkov. Saint-Petersburg: Print shop of Yu.N. Erlich, 1907. 368 p.
Popov М. Complete dictionary of foreign words coming into use in the Russian language. Moscow: Print shop of I.D. Sytin’s Partnership, 1997. 466 p.
Genisaretsky OI. Methodological organization of systemic activity. Development and implementation of automated systems in designing. Theory and methodology. Moscow: Stroyizdat, 1975:409-512.
Dictionary of foreign words: 15th edition, amended. Moscow: Russkiy Yazyk, 1988. 608 p.
New professions Atlas. Agency for Strategic Initiatives. Moscow: Skolkovo, 2015.
Zeer EF, Symaniuk EE. Methodological guidelines for the transprofessionalism development among vocational educators. The Education and science journal. 2017;19(8):9-28.
Khutorskoy AV. Determination of General-subject Content and Key Competences as a Characteristics of a New Approach to Structuring of Educational Standards. Competence in Education: Experience of designing: Collection of studies. Edited by A.V. Khutorskoy. Moscow: Scientific-Implementation Entity INEK, 2007. 327 p.
Ivanov DA. Competence and competence approach in the modern education. Moscow: Chistye Prudy, 2007. 32 p. (Small library “The 1st of September”, series “Upbringing. Education. Pedagogy”). Edition 6 (12).
Key competences 2000. Program. OCR, Recognizing Achievement. Oxford Cambridge and RSA Examinations.
Galazhinsky EV. Points of presence Part 2. November 27, 2017. Retrieved on 02.10.2018 from
Yalalov FG. Professional multidimensionality: Multidimensional competences. Philology and Science. 2015;2(40):326-330.
Dictionary of the Russian language: in 4 volumes. Moscow: Russkiy Yazyk, 1981-1984, volume 2. 1983.
Golodets OYu. Speech by Deputy Chairman of RF Government O.Yu. Golodets on “Program 5-100” Forum of RF Ministry of Education and Science concerning support of leading Russian universities and enhancing their competitiveness on the international level. 27–28 October, 2017, Ekaterinburg 2017. E-resource. Retrieved from
Morgun VF. The concept of a Personality’s Multidimensional Development and Application Thereof. Philosophic and sociologic thought. Kiev, 1992:13 – 19 (in Russian).
Andreyev VI. Business struggle science: educational course for creative self-development of a competitive personality, and application thereof. Philosophic and sociologic thought. Kazan: Innovative Technology Centre, 2004. 468 p.
Perkin G. The Third Revolution: Professional Society in International Perspective. London: Routledge, 1996. 272 p.
Kovalchuk MV. Science and Life: My convergence. Moscow: Academic Book Publishers, 2011;1. 222 p.
Malinovsky PV. Challenges of Global Professional Revolution on the Eve of Millennium. Russian Expert Review. 2007;3(21):21–24.
Harden RM. Effective multiprofessional education: A three dimensional perspective. Medical Teacher. 1998;20:409–416.
Horsburgh M, Ladmin R, Williamson E. Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning. Blackwell Science Ltd Medical education. 2001;35(9):876–883.
Klimov YeA. Professional Self-determination Psychology. Rostov-on-Don: Phoenix, 1996. 512 p.
Sorokoumova SN, Isayev VP. Specificity of Professional Activity of Assisting Professions Specialists. Pedagogical Education in Russia. 2013;4:186-190.
Sidorov PI, Novikova АА. Adaptive professiogenesis as a basis for continuous development of a physician’s personality. Mental Ecology. Man’s Ecology. 2011;07:33–37.
Maslov AH. Motivation and Personality: transl. from English. Edition 3. Saint-Petersburg: Peter, 2006. 352 p.
Tretyakova VS, Nosakova TV. The Role of Psychology Laws and Professional Realization of a Physician. Innovations in Vocational and Vocational-pedagogic Education: Proceedings of the 21st International Scientific-practical Conference, Ekaterinburg, 25-26 May, 2016 / scientific editing by Ye.M. Dorozhkin, V.А. Fedorov. Ekaterinburg: Publishers of the Russian State Vocational Pedagogical University, 2016. 529 p.
Zavodchikov DP. Spatial and Temporal Characteristics of Personal Self-Realization in Vocational Educational Environment: Theoretical Methodological Prerequisites. The Education and science journal. 2013;1(3):14-25.